基于结构方程模型的学习策略影响因素探究——以初中生学习“统计与概率”为例  

Research on Influencing Factors of Learning Strategies Based on Structural Equation Model——Taking Junior High School Students to Study Statistics and Probability as an Example

作　　者：何勇刚 张立昌[1] HE Yong-gang;ZHANG Li-chang(School of Education,Shaanxi Normal University,Shaanxi Xi’an 710062,China)

机构地区：[1]陕西师范大学教育学院

出　　处：《数学教育学报》2020年第1期40-47,共8页Journal of Mathematics Education

基　　金：2017年度教育部人文社会科学研究规划基金项目——课堂反思学习指导研究(17YJA880095)

摘　　要：以广西3所市区初中学校七八九年级的560名学生为研究对象,考察初中生在统计学习过程中的学习动机、学习焦虑、自我效能感、自我概念对统计学习策略的影响,结果表明:(1)统计学习动机、统计自我概念和统计自我效能感对统计学习策略有显著正向影响;(2)统计学习动机、统计自我效能感对统计自我概念有显著正向影响;(3)统计学习焦虑对统计自我概念有显著负向影响.建议教师在统计与概率的教学过程中,务必采取措施让初中生维持较高的统计学习动机、减轻统计学习焦虑状态、提升统计学习效能感,以便于生成积极的统计自我概念,从而有效提升统计学习策略水平.This study used 560 students from three grades of junior high school in Guangxi to study the motivation, learning anxiety, self-efficacy and self-concept of junior high school students in statistical learning. It aimed to improve the emphasis of schools and teachers on statistics and probability teaching, and promote the in-depth development of statistical and probabilistic teaching methods. The results showed that:(1) statistical learning motivation, statistical self-concept and statistical self-efficacy had a significant positive impact on statistical learning strategies;(2) statistical self-concept had a significant positive impact on statistical self-efficacy;(3) statistical learning Anxiety had a significant negative impact on the statistical self-concept.

关 键 词：统计学习动机 统计学习焦虑 统计自我效能感 统计自我概念 统计学习策略 

分 类 号：G632[文化科学—教育学]