对高等数学作业系统的多元统计分析  

Operating System of Higher Mathematics Statistics and Analysis

作　　者：吴亚娟[1] 朱晓欣[1] 

机构地区：[1]南京信息工程大学数理学院

出　　处：《数学教育学报》2011年第1期69-72,共4页Journal of Mathematics Education

摘　　要：按AHP法将高等数学作业系统分成3个层次，第二层包括：作业来源，作业形式、作业批改和作业反馈．第3层包括16个方案指标。从作业来源方面分析，大学生认为例题变通和书后习题是比较好的作业来源；就作业的布置形式而言，前置作业所占权重最大．从作业的完成形式来看，全部完成所占权重比分层完成所占权重大．在作业批改方式方面，教师全部批改权重远远高于教师部分批改、学生自我批改和学生互相批改方式．把16个方案指标进行聚类分析，形成一个由小到大的分类系统。聚类的结果可将最下层的16个方案归为3类：（1）书后例题、例题变通、教师全部批改；（2）历年考题、前置、全部完成、教师部分批改、学生自主订正：（3）随堂、课后、分层完成、学生自我批改、学生互相批改、抽查订正情况、重点课堂订正、师生当面交流。对照上述分类轨迹，可以归类得到大学生处理对待高等数学作业的3种不同态度类型：（1）依赖型；（2）刻苦钻研型；（3）交往型．Higher Mathematics by AHP method is divided into three levels of the operating system, the second layer consists of： operation source, operation form, operation corrected, operation feedback. The third layer including 16 program indicators. On operation source, students thought that the book examples and examples modifications are better; On Operation form, pre-operation and all of completed are better; On Operation corrected, teachers marking is much higher than others. The 16 program indicators were clustered and formed a classification system form small to large. The 16 programs grouped into three categories by clustering： （1） book examples, example modifications, all teachers marking; （2） questions over the years, pre-operation, fully completed, part of the marking by teacher, student self-revision; （3） quizzes, after-school, layered completed, student self-correcting, correcting another student, checks the revised conditions, focusing on the revised classroom, teachers and students face to face. So the three different attitudes to the operating of high mathematics can obtain： dependent, assiduously type and contact tvne.

关 键 词：层次分析法 聚类方法 高等数学 作业 

分 类 号：G424[文化科学—课程与教学论]