中国中学生数学学习策略运用的元分析  

The Application of Chinese Middle School Students’Mathematics Learning Strategies:A Meta-Analysis

作　　者：何木叶[1] 寇冬泉[2] 刘电芝[1] 江茂欣 HE Mu-ye;KOU Dong-quan;LIU Dian-zhi;JIANG Mao-xin(School of Education,Soochow University,Jiangsu Suzhou 215123,China;School of Educational Science,Yangzhou University,Jiangsu Yangzhou 225002,China)

机构地区：[1]苏州大学教育学院,江苏苏州215123 [2]扬州大学教育科学学院,江苏扬州225002

出　　处：《数学教育学报》2022年第2期90-96,共7页Journal of Mathematics Education

基　　金：教育部人文社会科学研究规划项目——认知负荷与情绪调节对学习策略使用的影响机制:以估算策略学习为例(18YJA190008)。

摘　　要：元分析指对来自各个研究的大量分析结果的统计分析,目的是整合研究结果.采用元分析技术考察中国中学生数学学习策略的运用状况及其与数学成绩的关系.结果显示:年代对数学学习策略调节效应不显著.中学生数学学习策略运用随年级升高呈轻微下降趋势.地域和性别对数学学习策略调节效应至高中阶段浮现,欠发达地区高中生数学认知策略显著低于发达地区.数学认知策略和数学成绩相关最高.这提示中学生数学学习策略发展趋势不甚理想,要重视高中阶段数学学习策略教学,可考虑将数学认知策略作为教学重点.Meta-analysis refers to the statistical analysis of a large number of analytical results from various studies with the aim of integrating the findings.This study uses meta-analysis techniques to investigate the application of Chinese middle school students’mathematics learning strategies and their relationship with math achievement.The results showed that age has no significant moderating effect on mathematics learning strategies.The application of mathematics learning strategies of middle school students showed a slight downward trend with the increase of grades.The moderating effect of region and gender on mathematics learning strategies emerges to the high school stage,and the mathematical cognitive strategies of high school students in underdeveloped areas are significantly lower than those in developed areas.Mathematical cognitive strategies have the highest correlation with mathematics achievement.This paper suggests that the development trend of mathematics learning strategies for middle school students is not optimistic.It is necessary to attach importance to the teaching of mathematics learning strategies in high school and consider mathematics cognitive strategies as the teaching focus.

关 键 词：中学生 数学学习 学习策略 元分析 

分 类 号：G420[文化科学—课程与教学论]