【摘要】：作為中學核心學科,數(shù)學一直是老師、學生、家長及其他教育工作者關注的焦點,因其內容抽象、題型多變而成為不少學生的短板學科。求助他人,尤其是老師,是彌補短板的快捷途徑。但如今學校中回避求助行為比比皆是,這一現(xiàn)象應當引起教育者的重視。本研究在文獻分析法和訪談法的基礎上設計了數(shù)學學業(yè)求助態(tài)度量表、求助行為量表、感知的數(shù)學教師支持量表與數(shù)學學業(yè)自我概念量表。接著對初始量表的信度和結構效度進行分析之后,刪除個別題目形成正式量表。通過對166份有效正式量表的描述性分析、差異分析和相關分析,得出以下結論:第一,初一學生的數(shù)學學業(yè)求助態(tài)度和求助行為總體上比較積極,性別差異不顯著,而班級類型差異顯著:實驗班學生在求助益處、工具性求助上得分均超過普通班,而在執(zhí)行性求助和回避求助上得分均低于普通班。第二,初一學生感知的數(shù)學教師支持總體上比較充分,性別差異和班級類型差異均顯著:女生在情感支持上得分高于男生,普通班在學業(yè)支持能力上得分高于實驗班。第三,初一學生的數(shù)學學業(yè)自我概念總體良好,性別差異和班級類型差異均顯著:男生在成就自我和能力自我上得分均高于女生,實驗班學生的數(shù)學學業(yè)自我概念水平整體高于普通班學生。第四,感知的數(shù)學教師支持三個維度與求助益處、工具性求助均呈顯著正相關,與求助代價(老師)、回避求助均呈顯著負相關。執(zhí)行性求助與情感支持呈顯著正相關,與學業(yè)支持意愿、學業(yè)支持能力均呈顯著負相關。第五,數(shù)學學業(yè)自我概念三個維度與求助益處、工具性求助均呈顯著正相關,與求助代價(老師)、執(zhí)行性求助均呈顯著負相關。求助代價(同學)、回避求助與情感自我呈顯著負相關,與成就自我、能力自我呈顯著正相關。最后,針對上述研究結論提出若干教學建議,并對本研究存在的不足進行反思。
[Abstract]:As the core subject of middle school, mathematics has always been the focus of attention of teachers, students, parents and other educators. Because of its abstract content and changeable questions, mathematics has become a short-board subject for many students. Turning to others, especially teachers, is a quick way to make up for shortcomings. However, nowadays, the behavior of avoiding help-seeking is everywhere in schools, which should be paid attention to by educators. On the basis of literature analysis and interview, this study designed Mathematical academic help-seeking attitude scale, help-seeking behavior scale, perceived Mathematics teacher support scale and Mathematical academic self-concept scale. Then the reliability and structural validity of the initial scale are analyzed, and individual questions are deleted to form a formal scale. Through the descriptive analysis, difference analysis and correlation analysis of 166 valid formal scales, the following conclusions are drawn: first, the mathematics academic help-seeking attitude and behavior of junior high school students are generally positive, and the gender difference is not significant. There were significant differences in class types: the scores of help-seeking benefits and instrumental help-seeking in the experimental class were higher than those in the ordinary class, while the scores in executive help-seeking and avoidance help-seeking were lower than those in the ordinary class. Secondly, the perceived mathematics teacher support of junior high school students is generally sufficient, and the gender differences and class types are significant: the scores of emotional support of girls are higher than those of boys, and the scores of academic support ability of ordinary classes are higher than those of the experimental class. Third, the mathematics academic self-concept of junior high school students is generally good, and the gender differences and class types are significant: boys score higher than girls in achievement self and ability self. The self-concept level of mathematics in the experimental class is higher than that in the ordinary class as a whole. Fourth, the perceived three dimensions of mathematics teacher support are positively correlated with help-seeking benefits, instrumental help-seeking is positively correlated with help-seeking cost (teacher), and avoidance of help-seeking is significantly negatively correlated. Executive help-seeking was positively correlated with emotional support, negatively correlated with academic support willingness and academic support ability. Fifthly, the three dimensions of mathematics academic self-concept are positively correlated with help-seeking benefits and instrumental help-seeking, and negatively correlated with help-seeking cost (teacher) and executive help-seeking. The cost of asking for help (students), avoidance of help-seeking was negatively correlated with emotional self, and positively correlated with achievement self and ability self. Finally, in view of the above research conclusions, this paper puts forward some teaching suggestions, and reflects on the shortcomings of this study.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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