【摘要】：數(shù)學(xué)閱讀能力是為了促進(jìn)學(xué)生數(shù)學(xué)學(xué)習(xí)的高效和高質(zhì)量,初中生在數(shù)學(xué)學(xué)習(xí)過程中積極主動地閱讀數(shù)學(xué)材料,通過語言的識別與轉(zhuǎn)化,從而進(jìn)行綜合理解的能力。在實(shí)際教學(xué)過程中,培養(yǎng)數(shù)學(xué)閱讀能力是培養(yǎng)學(xué)生自主學(xué)習(xí)能力的關(guān)鍵。本文主要研究和解決的問題是:(1)用因素分析法探索出數(shù)學(xué)閱讀能力結(jié)構(gòu)的因素;(2)對初中生數(shù)學(xué)閱讀能力存在的缺陷及問題進(jìn)行調(diào)查;(3)給一線初中教師提供具體有效的數(shù)學(xué)閱讀教學(xué)策略,提高初中生的數(shù)學(xué)閱讀能力,進(jìn)而促進(jìn)學(xué)生更好地學(xué)習(xí)數(shù)學(xué)。本研究主要有兩個方面,一個方面為數(shù)學(xué)閱讀能力結(jié)構(gòu)的因素析出,基本思路為:(1)通過對文獻(xiàn)的理論分析,進(jìn)行專家討論,提出數(shù)學(xué)閱讀能力的基本成分;(2)根據(jù)提出的基本成分編制《初中生數(shù)學(xué)閱讀能力結(jié)構(gòu)的調(diào)查問卷》,進(jìn)行預(yù)測,進(jìn)而修訂問卷;(3)問卷調(diào)查的對象為2016年山西省參加“國培計劃”的教師以及學(xué)校優(yōu)秀教師;(4)用SPSS作因素分析和聚類分析,析取數(shù)學(xué)閱讀能力基本成分。另一個方面是采用編制的《初中生數(shù)學(xué)閱讀測試題(開放式問卷)》研究對初中生數(shù)學(xué)閱讀能力的情況進(jìn)行研究。本研究的主要結(jié)論是:(1)初中生數(shù)學(xué)閱讀能力結(jié)構(gòu)由語言識別、語言轉(zhuǎn)化、語言表征、信息篩選、模型識別、邏輯推理、自我管理能力這七個因素組成。按照各因素對數(shù)學(xué)閱讀能力的影響重要程度由高到低排序?yàn)?語言轉(zhuǎn)化能力、自我管理能力、語言表征能力、信息篩選能力、邏輯推理能力、模型識別能力、語言識別能力。(2)初中生的數(shù)學(xué)閱讀能力及語言識別、語言轉(zhuǎn)化、語言理解、信息篩選、模型識別、邏輯推理、自我管理能力的整體水平不高,初中生存在一些共同的、急需解決的問題。(3)初中生數(shù)學(xué)閱讀能力的教學(xué)策略有:注重初中生數(shù)學(xué)語言能力的提高;強(qiáng)調(diào)初中生數(shù)學(xué)閱讀興趣的培養(yǎng);促進(jìn)初中生數(shù)學(xué)閱讀方法的掌握。通過對數(shù)學(xué)閱讀能力結(jié)構(gòu)的研究,給一線教師提供了針對性提高初中生數(shù)學(xué)閱讀能力的具體措施,初中數(shù)學(xué)教師可以在理論的指導(dǎo)下進(jìn)行數(shù)學(xué)閱讀教學(xué)實(shí)踐,以提高初中生的數(shù)學(xué)閱讀能力。
[Abstract]:Mathematics reading ability is to promote the high efficiency and high quality of students' mathematics learning. Junior high school students actively read mathematics materials in the process of mathematics learning, and through the recognition and transformation of language, they have the ability of comprehensive understanding. In the course of practical teaching, it is the key to cultivate students' autonomous learning ability to cultivate mathematics reading ability. The main problems studied and solved in this paper are as follows: (1) to explore the factors of mathematical reading ability structure by factor analysis; (2) to investigate the defects and problems of junior high school students' mathematical reading ability. (3) to provide effective mathematics reading teaching strategies for junior middle school teachers, to improve the students' reading ability, and then to promote the students to learn mathematics better. There are two main aspects in this study. One is the analysis of the structure of mathematical reading ability. The basic ideas are as follows: (1) through the theoretical analysis of the literature, experts discuss, put forward the basic elements of mathematical reading ability; (2) based on the basic components proposed, the questionnaire on the structure of Mathematical Reading ability of Junior High School students was compiled, and then the questionnaire was revised; (3) the subjects of the questionnaire are teachers participating in the "National Education Program" and excellent teachers in Shanxi Province in 2016, (4) the basic elements of mathematics reading ability are extracted by using SPSS as factor analysis and cluster analysis. Another aspect is to study the mathematics reading ability of junior high school students by using the Open questionnaire. The main conclusions of this study are as follows: (1) the structure of mathematical reading ability of junior high school students is composed of seven factors: language recognition, language transformation, language representation, information screening, model recognition, logical reasoning and self-management ability. According to the influence of various factors on mathematical reading ability, the order of importance from high to low is: language transformation ability, self-management ability, language representation ability, information screening ability, logical reasoning ability, model recognition ability. Language recognition ability. (2) Mathematical reading ability and language recognition, language transformation, language understanding, information screening, model recognition, logical reasoning, self-management ability of junior high school students are not high. The problems that need to be solved urgently. (3) the teaching strategies of junior high school students' mathematics reading ability are: pay attention to the improvement of junior high school students' mathematical language ability; It emphasizes the cultivation of junior high school students' interest in mathematics reading, and promotes junior high school students' mastery of mathematics reading methods. Through the research on the structure of mathematics reading ability, this paper provides specific measures to improve the mathematics reading ability of junior high school students. The junior middle school mathematics teachers can carry on the mathematics reading teaching practice under the guidance of the theory. In order to improve junior high school students' mathematics reading ability.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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