高中生数学认识信念的现状及对学习的影响  

Current Situation of High-school Student’s Epistemic Beliefs about Mathematics and its Influence on Learning

作　　者：肖春梅[1] 喻平[2] 颜丽增[3] 

机构地区：[1]河池学院数学系,广西宜州546300 [2]南京师范大学数学与计算机科学学院 [3]广西师范大学数学科学学院,广西桂林541004

出　　处：《数学教育学报》2007年第3期40-43,共4页Journal of Mathematics Education

基　　金：江苏省教育科学"十五"规划课题(D/2005/01/20)

摘　　要：学生的数学认识信念是指学生对数学知识和知识认识过程的素朴看法或观点,属于个体认识论研究范畴.认识信念包括知识结构性、学习能力、学习方式、知识稳定性等4个维度.数学情感包括两个维度:乐趣感、成就感等积极情感和挫败感、焦虑感等消极情感.男、女生的数学认识信念及其各维度都没有显著性差异;随着年级的升高,高中生的信念及其各维度信念呈现逐渐从有效走向无效,从积极走向消极;高一学生信念与成绩无显著相关性,高二学生的知识结构性信念能够预测其学习成绩,而高三学生的知识结构性和学习方式信念能够预测其学习成绩.Based on survey and case research, the paper probed current situation of high-school student＇s epistemic beliefs about mathematics and its influence on learning. The results suggested： So far as epistemic beliefs about mathematics, there was no significant difference between girl students and boy students; High-school student＇s epistemic beliefs about mathematics present the direction from valid to invalid, from positive to negative; For grade 1, their epistemic beliefs had no significantly positive effect on performance; for grade 2, their epistemic beliefs about the structure of knowledge had significantly positive effect on performance; for grade 3, their epistemic beliefs about the structure of knowledge had significantly positive effect on performance; for grade 3, their beliefs about the structure of knowledge and ways to learn had significantly positive effect on performance.

关 键 词：数学认识信念 高中生 数学学习 影响 

分 类 号：G630[文化科学—教育学]