论文标题:高中数学学习情感三因素的调查及其教学策略研究
论文作者
论文导师 傅海伦,论文学位 硕士,论文专业 学科教育
论文单位 山东师范大学,点击次数 186,论文页数 56页File Size1480K
2008-04-10论文网 http://www.lw23.com/lunwen_6856177/
affect;;motivation;;anxiety;;personality;;mathematics learning
目前正在进行基础教育课程改革,其中的一个重要方面就是是关注学生情感态度的发展,把学生情感态度的培养渗透到学科教育和教学之中。数学作为一门自然科学,其内容逻辑性较强,情感色彩较淡,但情感因素在数学教学中的作用也不可忽视。如果用的恰当,则可以提高学生的学习效率和学习质量;如果学生在学习过程中存在一些不良情感因素,学生的学习潜能就得不到较大发挥。同时,在教学中对学习者情感因素的重视,也是全面教育学生,促进他们的身心健康发展的一个重要方面。 本文主要研究了三个重要的情感因素:动机、焦虑和性格。学习动机的研究对于学生的学和教师的教具有十分重要的意义,而数学学习动机的研究对于普通高中学生的数学学习则意义重大。教师和研究者普遍认为,动机是影响数学学习效率和成绩的关键因素之一,激发学生的学习动机对数学课堂非常重要。近几十年的研究表明,焦虑与学习之间存在一定的必然联系,焦虑可能是学习过程中的最大的情感障碍。学生的性格对数学学习没有太大的影响。实际上,有关情感的研究已有很多,然而,在当前教育背景下,中学生学习数学过程中的情感状况如何?他们的情感现状与其数学高考成绩存在多大的相关性?教师在今后的数学教学过程中应采取怎样的教学策略?这一切都值得我们重新思考。 本研究的目的在于调查学生数学学习的情感现状,发现存在的问题,探索有效利用情感因素进行教学的策略。为了达到这种目的,作者对郓城两所中学200名学生进行了问卷调查,调查选取了动机、焦虑和性格三个重要的情感因素。同时收集了他们相应的高考数学成绩,并通过SPSS统计分析软件,对动机、焦虑和性格三个情感因素与高考数学成绩的相关性进行了分析。 调查结果表明,多数受试学生具有明显的学习动机,内部动机较强的学生在高考中取得的成绩较好,而外部动机较强的学生由于在学习上不能坚持相当长的时间,成绩就稍差些。实际上,许多分数较高的学生是被较强的内部动机和外部动机同时所激励着。此外,内部动机与外部动机相比,内部动机与高考数学成绩具有更显著的正相关性。由此可见,内部动机是促进数学学习的一个重要因素。研究表明,学习焦虑与高考数学成绩呈显著负相关,即焦虑程度愈高,数学学习成绩愈差。通过调查还发现,性格内向的学生稍多于性格外向的学生。人们通常认为外向型的学生会比内向型学生更积极主动地参与课堂交流活动,外向型与内向型学生的数学成绩要相差许多,但结果显示,性格类型与学习成绩之间无明显的相关性,即不同性格类型学生的数学学习成绩并无明显差别。 动机、焦虑和性格只是情感因素研究的三个方面,并且情感因素也不可能解决数学学习中的所有问题。但是教师完全可以转变教学思想和教学观念,有意识地改进教学方法,激发学生数学学习中的动机,引起学习数学的兴趣,降低焦虑带来的不利影响,对不同性格类型的学生因人施教,从而满足学生的情感和认知两方面的需要,并把二者有机结合起来,进而提高学习效率和教学质量,促进学生全面发展。
Nowadays,elementary education is facing great reformation.In this reformation ,one of the most important aspects is to pay more attention to the learners’affective factors. As a natural science,mathematics is strongly logical and weakly emotional.But the role of affective factors in the mathematics teaching should not be overlooked.If these affective factors can be used properly,they can lead to students’effective learning. In the presence of overly negative emotions,learners’learning potential can not be fully stimulated.To pay attention to learners’affective factors is also a way to promote the quality-orientated education,which advocates all-around development of the students. This thesis studies learners’three major affective factors:motivation,anxiety and personality.The research on the learning moviation has great effection on student’s learning and teacher’s teaching.And the research on mathematics learning movitation is of great importance to senior high school students.It has been widely accepted by teachers and researchers as one of the key factors which influences the rate and success of mathematics learning. Much of the work in this area suggested that it is important to initiate the learners’learning motivation. Anxiety is an important affective factor that pervasively obstructs the leaning process.The relationship between anxiety and mathematics learning has been well established throughout the research world for decades.Learners’personality doesn’t have much effect on mathematics learning.In fact,there has been a lot of researches on affective factors.what’s the current situation of affective factors in nowadays mathematics teaching?How significant is the correlation between affective factors and their National Matriculation Mathematics Test scores? what measures do teachers will take in their following teaching?All the above problems are worth considering once again. The purposes of this study are to investigate the current situation of affective factors on learning mathematics learning,find out the present problems and explore the ways to teach mathematics in senior high schools by making use of affective factors effectively.In order to reach the purposes, the author made investigations on 200 students in two schools of Yuncheng from three aspects of affective factors ,that is motivation,anxiety and personality.Then the author collects the students’National Matriculation Mathematics Test scores and analyses statistically the correlation between these three affective factors and their achievements by using SPSS for windows. The investigation shows that most of the students have obvious mathematics learning motivation.The students with strongly instrinsic motivations have higher scores in National Matriculation Mathematics Test.However,the students with strongly extrinsic motivations have lower scores in National Matriculation Mathematics Test because of not persisting with mathematics learning for a long time.As a matter of fact, the students with higher scores are stimulated by both intrinsic and extrinsic motivation.Besides,the results indicates that the intrinsic motivation,compared with the extrinsic motivation,has more significant positive correlation with National Matriculation Mathematics Test scores.So introversion is an important factor to promote the mathematics learning. The investigation results show that there is a notably negative correlation between the students’anxiety level and their National Matriculation Mathematics Test scores.That is,the stronger the anxiety is,the lower the scores are.Therefore,how to create a relaxed, happy mathematics learning environment, reduce or eliminate student mathmatics anxiety is an important task of a mathematics teacher’s. The investigation find out that there are more introverted learners than extroverted ones .It is believed that the extroverted students are more active in class learning activities than the introverted ones and the extroverts get higher score than the introverts.The results indicate that there is no obvious correlation between different personality types and the students’National Matriculation Mathematics Test scores. Motivation,anxiety and personality are only three aspects of affective factors,and affective factors itself can not solve all the problems in mathematics learning.But the teachers can change their teaching thought and teaching belief, improve teaching methods.If the teacher can enhance the motivation,interest and the sense of achievement among students,minimize anxiety and adopt appropriate teaching strategies for introverts and extroverts accordingly.To this end, we need to be concerned with both the students’affective and cognitive needs in senior high school.In addition,we should unite cognition and affect in the mind and use them appropriately so as to improve the teaching quality and promote all-around development of the students.
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