初中生数学课堂环境感知的结构与特点研究  

Research on the Structure and Features about Junior School Students’ Environmental Perception in Mathematics Class

作　　者：邬玫[1] 周莹[2] 黄国稳[3] 

机构地区：[1]桂林师范高等专科学校教育与管理系,广西桂林541001 [2]广西师范大学数学科学学院,广西桂林541004 [3]广西南宁市第二中学,广西南宁530022

出　　处：《数学教育学报》2009年第6期95-98,共4页Journal of Mathematics Education

基　　金：广西新世纪高等教育教学改革工程“十一五”规划(第二批)——初等教育专业数学方法论课程的改革与实践研究(桂教高教[2006]194号)

摘　　要：课堂环境是学生在校学习和生活的主要场所，是学生成长的重要微观生态环境，是教学活动不可或缺的重要因素．学生数学课堂环境感知的结构包括教师支持、促进尊重、促进互动、同学支持和学习竞争5个维度，各个维度之间既相关又相互独立，能较好地解释学生数学课堂环境感知的结构：八年级学生对教师的支持和鼓励交流、同学间竞争的感知方面好于九年级；女生对教师提倡相互尊重、鼓励相互交流和同学帮助的感知方面好于男生．Based on methods structural equation modeling, this paper discussed the structure and features about students＇ environmental perception in mathematics class. Research showed that the structure about students＇ environmental perception in mathematics class includes five dimensions, which were teacher support, respect promoting, interaction promoting, classmates support and learning competence. The dimensions were related but mutually independent, so they can explain the structure, which mentioned above. Compare to the students in grade 9, the students in grade 8 were better in the perception of teacher support, encouragement for communication and learning competence. Girl students＇ perception of mutual respect, mutual exchange and mutual assistance, which were advocated by the teacher, was also better than boy students.

关 键 词：数学课堂环境 结构 特点 

分 类 号：G632.0[文化科学—教育学]