数学课堂教学任务认知水平的评价模式探究  

Research on Evaluation Model of Mathematics Classroom Teaching Task of Cognitive Level

作　　者：朱海祥[1] 

机构地区：[1]苏州市职业大学教育与人文学院,江苏苏州215104

出　　处：《齐鲁师范学院学报》2014年第1期54-59,共6页Journal of Qilu Normal University

基　　金：苏州市职业大学校级科研项目:"数学课堂教学任务评价模式的探究与应用";项目编号:SZDG4-11026C

摘　　要：数学课堂教学任务认知水平是对学生学习效果进行过程性评价的重要手段,通过方差分析及回归分析影响不同学业成绩、年级、性别学生数学课堂教学任务认知水平的各种因素及其重要程度。不同学业成绩和性别的学生在任务认知水平及多数影响因素方面差异显著;不同年级的学生在任务认知水平及多数影响因素方面差异不显著;影响任务认知水平最重要的三种因素是数学教学情境、数学课堂交流、数学知识应用,构建科学的评价任务认知水平的模式,为测量学生任务认知水平和实施高水平认知要求的教学任务提供可操性方法。Mathematics classroom teaching task of cognitive level is an important means for evaluation of the process of students＇ learning. By the analysis of variance and the impact of various factors in different grades, gender, grade students in mathematics classroom teaching task of cognitive level and the important degree of regression analysis. Different grades and gender differences in the factors of students cognitive level and most tasks significantly. No significant difference in students of different grades in the factors of cognitive level and most tasks influence. The most important task of cognitive level of the three factors of mathematics teaching situation, mathematics class communication, application of mathematical knowledge, constructs the evaluation task of cognitive level mode to measure cognitive level and to provide operable methods in implementation of task- based teaching requires high levels of cognition.

关 键 词：数学课堂 教学任务 认知水平 因素分析 

分 类 号：G442[哲学宗教—心理学]