初中生数学学习观的年级差异调查研究  

Investigation on Difference of Junior School Students’ Mathematics Learning Beliefs Between Grades

作　　者：杨新荣[1] 李忠如[1] 

机构地区：[1]西南师范大学数学与财经学院,重庆400715

出　　处：《数学教育学报》2005年第2期73-76,共4页Journal of Mathematics Education

基　　金：国家教育部人文社会科学研究项目--实施数学课标(义务教育段)的课堂教学案例研究(02JA880032)

摘　　要：新课程背景下,初中生数学学习观到底怎样,是否存在年级差异是一个十分有现实意义的研究课题,研究表明:(1)普遍喜欢数学,数学学习自信高、数学学习成功体验较多,但这种积极态度随着年级的升高而下降且存在显著的年级差异;(2)对数学知识性质的认识整体上持易谬主义数学观,且随着年级的升高而递增,但整体上还较朴素、模糊且存在年级差异;(3)对数学学习过程的认识整体上倾向于建构性、探索性的,但还不十分明确,且随着年级的升高反而有倾向于接受式学习的趋势,但不存在年级差异.Adopting structural and nonstructural questionnaire, 567 junior school students, who learned the new mathematics curriculum material, had been asked to answer a series of questions about mathematics learning attitude, the property of mathematics knowledge, the cognition of mathematics learning process. The results showed: (1) Most of the junior school students liked mathematics, have high self-confidence in mathematics learning and many chances to experience success during mathematics learning. But this positive attitude declined as the grade rises, and there was significant difference is between them. (2) Basically, the beliefs of mathematics knowledge were dynamic and erroneous, moreover more students had the belief as the grade rises, but the students’ beliefs were still simple and dim, and there was variance between them. (3) Basically, the beliefs of mathematics learning process were constructive and exploratory, but they were not very definite, moreover, more students trend to accept mathematics as a fact as the grade rises, and no significant difference was found.

关 键 词：数学学习观 初中生 级差 数学学习过程 研究课题 数学知识 数学观 建构性 探索性 递增 

分 类 号：O1-4[理学—数学] G635.5[理学—基础数学]