民族预科生数学认识信念的调查分析  

Surveyon Mathematics Epistemic Beliefs of National Pre-College Students

作　　者：黄永彪[1] 

机构地区：[1]广西民族大学预科教育学院

出　　处：《数学教育学报》2016年第5期78-83,共6页Journal of Mathematics Education

基　　金：2013年新世纪广西高等教育教学改革工程项目——与广西高中和大学本科新课改“双衔接”的民族预科主干课程体系及教学模式的创新与实践(2013JGB133);2012年度广西民族大学重点科学研究项目——民族预科生数学认识信念调查研究(2012MDZD032)

摘　　要：学生数学学习的有效性与他们所持有的数学认识信念有密切的关系.调查结果表明：民族预科生数学认识信念呈现一定的文化特点,各维度的有效性处于中等略偏上水平;在不同维度上存在显著的性别、户籍、学科和层次差异.在民族预科数学教学中,应注意并把握好预科生数学认识信念的特点,有针对性地从教学理念、言行、方式、目标、素材、评价等方面入手来改善民族预科生的数学认识信念.Students＇ Mathematics epistemic beliefs has a great effect on their mathematics learning. Investigations show that the national pre-college students＇ Mathematics epistemic beliefs have certain cultural characteristics. Each of them are at an average effectiveness level or a little better than that and have significant differences in gender, residence, subjects and levels. In math teaching in the Preparatory College, we should purposely improve the students＇ mathematic epistemic beliefs from the aspects of teaching concept, words and deeds, methods, goal, material, evaluation and etal. according to the characteristics of their mathematic epistemic beliefs.

关 键 词：民族预科生 数学认识信念 民族数学文化 差异 

分 类 号：G752[文化科学—教育学]