文科生数学学习焦虑分析与教学对策探讨  

The Analysis of Higher Mathematic Anxiety and Exploration of Teaching Measures

作　　者：沈学文[1] 凌明伟[1] 

机构地区：[1]浙江传媒学院电子信息学院,浙江杭州310018

出　　处：《贵州教育学院学报》2009年第9期9-12,共4页Journal of Guizhou Educational College(Social Science Edition)

基　　金：浙江省教育厅科研项目(20071016)

摘　　要：针对文科学生的数学焦虑按学习过程分为三大类型,并对160多名学生的焦虑情况按三大类型进行了调查统计,同时,对教师在对待学生的焦虑水平的不同考虑情况下的数学教学进行了比较分析,得出考虑文科学生的数学焦虑水平的教师在教学上更注重学生的心理接受能力,教学效果更加。同时,对文科学生的高等数学教学提出了相应的对策和建议。The effect of mathematic anxiety during the learning of higher mathematics of art sutdents is classified into three types. The instance statistics of more than 160 students are investigated. The education in different level of consideration of mathematic anxiety is compared and analyzed. It is found that if the more attention is paid to the psy- chological endurance of students by teachers with anxiety consideration, the better results of teaching. Based on it, some proposals are presented for higher mathematics education of art collegians.

关 键 词：文科生 高等数学 数学焦虑 数学教学 

分 类 号：O13-42[理学—数学]