高中学生数学学习适应性状况的调查研究
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摘要
学生的中心任务是学习，学习的成功与失败对学生全面素质的发展起着极为
重要的作用。我们在长期的教育教学工作实践中发现，学生的基础知识和智力水
平的高低直接影响着学生的数学学习，但是除了智力水平和知识水平以外，还有
其他因素在数学学习中起着重要作用。那么，影响学生数学学习的因素有哪些？
数学学业优良学生与学业不良学生存在哪些差异，差异形成的原因是什么？针对
这些差异及差异形成的原因，采取什么样的措施，改进我们的教学，转化学业不
良学生等是本文所要探讨的问题。
本文采用教育调查研究方法开展了对高中学生数学学习适应性状况的调查研
究。调查结果表明数学学业优良学生与不良学生在学习适应性水平上存在差异，
主要体现在以下几个方面，学业不良学生在学习态度（学习兴趣、学习计划、听
课方法）及学习策略（读书和笔记方法、学习方法、应试方法）等方面与优良学
生比较存在极显著差异，另外在家庭环境及学习毅力方面也存在显著差异。
本文根据调查结果，分析了差异产生的原因，主要有教学因素的影响，教材
因素的影响，环境因素的影响等。描述了在数学学习过程中，数学学业不良学生
的主要特征是：学习方法障碍、思维障碍、意志障碍、态度障碍。重点阐述了对
数学学业不良学生的诊断和教育对策，针对数学学业优良学生与学业不良学生所
存在的差异及差异形成的原因，我主要采取以下措施：第一，通过家访改善学生
的家教环境，端正其学习态度；第二，在教育教学中注重教学方法和教学艺术性，
激发不良学生的学习动机和学习兴趣；第三，在教育教学中注重培养学生的意志
品质；第四，尊重、爱护、信任不良学生，培养良好的师生感情；第五，在教育
教学中，注重对不良学生进行学法指导等，如指导学生制订计划，指导学生预习、
听课、复习、作业的方法，指导学生记笔记，问问题的方法等。通过一年的教育
教学实践，提高了学生的学习适应性水平，出现不良学生转化，中生优化的局面。
社会的发展是迅速的，形成学生学业不良的原因也越来越多样化，转化不良
学生是大面积提高教学质量的关键，也是一项长期的、系统的工程，它还有许多
问题有待解决，如不良学生的心理问题，青春期问题的处理，气质特点因人而异，
如何因材施教等等，这就需要我们教师不断研究学业不良学生的实际情况及变
化，将本调查结果不断完善，以期取得更好的效果。
The major task of the students is studying and whether they succeed or fail in
study plays a great role in the full-scrape development of the students?quality. In
our long-term education practices that we discover rudimentary knowledge and the
level of the student抯 intelligence quality affect the mathematics studying of the
students directly. However, apart from the influence of IQ level and knowledge
level, there are other factors that influence the studying of math. Then, what are
the factors that influence the studying of mathematics? What are the differences
between the students who are should at mathematics and those who are poor at
math, and what are the causes of these difference? In accordance with these
differences and the causes, this thesis discuss the problems of what measure should
we take. To improve our teaching and to progress those students whose
mathematics are poor.
This thesis launches an investigation and research. On the state of the
adaptation by the senior middle school students in studying mathematics, by the
way of educational survey and research. The results of the survey shows that the
differences do exist between the students who car good at mathematics and those
who are poor at mathematics, and they are mainly reflected in the following
aspects: there are share differences in the attitude of studying (the interest of
studying, the study plan, the way of listening to the teachers) and the learning
strategies (the way of reading and taking notes, the way of learning, the way of
dealing with the tests) between the students who are poor at mathematics and those
who are good at it, moreover, there are sharp differences in family environment
and the willpower of learning.
According to the results of the surveys this thesis analyzes the causes of the
differences mainly including the influence education factors, teaching material
ii
\~j7 ~
MASTERS THESIS
factors, environment factors and so on. It also decibels the main characterizes of
students whose mathematics is poor. In the process of learning mathematics they
have several obstacles such as method obstacle, thinking obstacle, will obstacle
and attitude obstacle. It stresses the way of diagnosing and education these
students. In accordance with the differences and the cause of the differences
between students whose mathematics in excellent and students whose mathematics
is poor I suggest to take the following measures: First, improve the student抯
family environment by visiting to his parent and rectify his attitude of study;
Second, pay attention to teaching methods and teaching art throughout the process
of the education, and arouse the motive and interest of student who are not good at
studying; Third, lay stress on fostering students?will power when teaching; Forth,
respect, cherish and trust the student whose study is not very good, and build good
relationship with them; Fifth, give guidance to the students who one poor at
mathematics, such as making plans, taking notes, cooking questions, and also
guidance on previewing the lessons, listening to the teacher抯 lecture, reviewing
and doing homework.
Through a whole year抯 education practice, the student抯 adaptation of study
has improved. There appears an aspect that students who are poor at mathematics
make much mores and cuerage students
重要的作用。我们在长期的教育教学工作实践中发现，学生的基础知识和智力水
平的高低直接影响着学生的数学学习，但是除了智力水平和知识水平以外，还有
其他因素在数学学习中起着重要作用。那么，影响学生数学学习的因素有哪些？
数学学业优良学生与学业不良学生存在哪些差异，差异形成的原因是什么？针对
这些差异及差异形成的原因，采取什么样的措施，改进我们的教学，转化学业不
良学生等是本文所要探讨的问题。
本文采用教育调查研究方法开展了对高中学生数学学习适应性状况的调查研
究。调查结果表明数学学业优良学生与不良学生在学习适应性水平上存在差异，
主要体现在以下几个方面，学业不良学生在学习态度（学习兴趣、学习计划、听
课方法）及学习策略（读书和笔记方法、学习方法、应试方法）等方面与优良学
生比较存在极显著差异，另外在家庭环境及学习毅力方面也存在显著差异。
本文根据调查结果，分析了差异产生的原因，主要有教学因素的影响，教材
因素的影响，环境因素的影响等。描述了在数学学习过程中，数学学业不良学生
的主要特征是：学习方法障碍、思维障碍、意志障碍、态度障碍。重点阐述了对
数学学业不良学生的诊断和教育对策，针对数学学业优良学生与学业不良学生所
存在的差异及差异形成的原因，我主要采取以下措施：第一，通过家访改善学生
的家教环境，端正其学习态度；第二，在教育教学中注重教学方法和教学艺术性，
激发不良学生的学习动机和学习兴趣；第三，在教育教学中注重培养学生的意志
品质；第四，尊重、爱护、信任不良学生，培养良好的师生感情；第五，在教育
教学中，注重对不良学生进行学法指导等，如指导学生制订计划，指导学生预习、
听课、复习、作业的方法，指导学生记笔记，问问题的方法等。通过一年的教育
教学实践，提高了学生的学习适应性水平，出现不良学生转化，中生优化的局面。
社会的发展是迅速的，形成学生学业不良的原因也越来越多样化，转化不良
学生是大面积提高教学质量的关键，也是一项长期的、系统的工程，它还有许多
问题有待解决，如不良学生的心理问题，青春期问题的处理，气质特点因人而异，
如何因材施教等等，这就需要我们教师不断研究学业不良学生的实际情况及变
化，将本调查结果不断完善，以期取得更好的效果。
The major task of the students is studying and whether they succeed or fail in
study plays a great role in the full-scrape development of the students?quality. In
our long-term education practices that we discover rudimentary knowledge and the
level of the student抯 intelligence quality affect the mathematics studying of the
students directly. However, apart from the influence of IQ level and knowledge
level, there are other factors that influence the studying of math. Then, what are
the factors that influence the studying of mathematics? What are the differences
between the students who are should at mathematics and those who are poor at
math, and what are the causes of these difference? In accordance with these
differences and the causes, this thesis discuss the problems of what measure should
we take. To improve our teaching and to progress those students whose
mathematics are poor.
This thesis launches an investigation and research. On the state of the
adaptation by the senior middle school students in studying mathematics, by the
way of educational survey and research. The results of the survey shows that the
differences do exist between the students who car good at mathematics and those
who are poor at mathematics, and they are mainly reflected in the following
aspects: there are share differences in the attitude of studying (the interest of
studying, the study plan, the way of listening to the teachers) and the learning
strategies (the way of reading and taking notes, the way of learning, the way of
dealing with the tests) between the students who are poor at mathematics and those
who are good at it, moreover, there are sharp differences in family environment
and the willpower of learning.
According to the results of the surveys this thesis analyzes the causes of the
differences mainly including the influence education factors, teaching material
ii
\~j7 ~
MASTERS THESIS
factors, environment factors and so on. It also decibels the main characterizes of
students whose mathematics is poor. In the process of learning mathematics they
have several obstacles such as method obstacle, thinking obstacle, will obstacle
and attitude obstacle. It stresses the way of diagnosing and education these
students. In accordance with the differences and the cause of the differences
between students whose mathematics in excellent and students whose mathematics
is poor I suggest to take the following measures: First, improve the student抯
family environment by visiting to his parent and rectify his attitude of study;
Second, pay attention to teaching methods and teaching art throughout the process
of the education, and arouse the motive and interest of student who are not good at
studying; Third, lay stress on fostering students?will power when teaching; Forth,
respect, cherish and trust the student whose study is not very good, and build good
relationship with them; Fifth, give guidance to the students who one poor at
mathematics, such as making plans, taking notes, cooking questions, and also
guidance on previewing the lessons, listening to the teacher抯 lecture, reviewing
and doing homework.
Through a whole year抯 education practice, the student抯 adaptation of study
has improved. There appears an aspect that students who are poor at mathematics
make much mores and cuerage students
引文
1．曹才翰、蔡金法，数学教育学概论 江苏教育出版社1989
2．杨彰发，学生数学非智力因素的调查分析与对策 中学数学研究99．2
3．伍春兰，对影响学生学习的非智力因素的一次调查 数学教育学报97．3
4．徐勇，数学学习差生的心理问题研究 数学教育报98．2
5．杜玉祥，数学差生的性格特征研究 数学教育学报97．4
6．熊晓东，场依存性一独立性的认知方式与内外向性格对数学学习影响的个例实验研究 数学教育学报97．2
7．辛涛等，年级、学业成绩与学习策略关系的研究 心理发展与教育98．4
8．刁品喜，数学学习兴趣的测量 中学数学月刊99．2
9．方金秋、陈在瑞，试论中学生数学心理素质的构成与培养 中学数学96．12
10．王纪苟，激发学生兴趣的几点体会
11．陈学军、何汉新，高中数学差生形成的原因及其对策 中学数学月刊97．1
12．姚平，帮助后进生克服数学学习中的心理障碍 中学数学月刊98．9
13．黄毓儒，浅谈后进生的数学教学
14．姚素琴，对后进生要爱教又要善教
15．罗强，对重点高中学生数学学习方法的调查 中学数学96．5
16．赵连城，数学教学中如何转化差生
17．卢均昌，关于影响学生学习数学的因素的研究
18．杨德运，数学素质的评价与数学差生的界定及分类 数学教育学报99．2
19．周步成，学习适应性测试1991
20．钟启泉，“学业不良”的界定及其因析模式述评 华东师大学报教科版94．2
21．史耀芳，浅论学习策略 心理发展与教育91，(3)：53～55
22．白晋文，中学生学习适应性的研究 心理学动态1997．2(5)：60-63
23．燕国材等，非智力因素与学校教育 西安：陕西人民教育出版社1992
24．林祟德，非智力因素及其培养 浙江人民出版社1996
25．崔葳魏、孟庆茂，学习适应性测验结构效度的验证性因素分析，心理科学，1998．21(2)；176～177
26．联合国教科文组织，教育——财富蕴藏其中 北京教育科学出版社，1996
27．林崇德、辛涛，智力的培养 杭州：浙江人民出版社1996
28．杨骞，立足于数学应用的数学课程改革 中学数学参考99．8
29．刘电芝，学习策略研究 北京：人民教育出版社1999
30．黄旭，学习策略的性质、结构与特点 华东师范大学学报(教育科学版)，1990，(4)85～92
31．杨小微、刘卫平，教育研究理论和方法，湖北教育出版社1997：254～295
32．郑君文、张恩华，数学学习论 广西教育出版社1996
2．杨彰发，学生数学非智力因素的调查分析与对策 中学数学研究99．2
3．伍春兰，对影响学生学习的非智力因素的一次调查 数学教育学报97．3
4．徐勇，数学学习差生的心理问题研究 数学教育报98．2
5．杜玉祥，数学差生的性格特征研究 数学教育学报97．4
6．熊晓东，场依存性一独立性的认知方式与内外向性格对数学学习影响的个例实验研究 数学教育学报97．2
7．辛涛等，年级、学业成绩与学习策略关系的研究 心理发展与教育98．4
8．刁品喜，数学学习兴趣的测量 中学数学月刊99．2
9．方金秋、陈在瑞，试论中学生数学心理素质的构成与培养 中学数学96．12
10．王纪苟，激发学生兴趣的几点体会
11．陈学军、何汉新，高中数学差生形成的原因及其对策 中学数学月刊97．1
12．姚平，帮助后进生克服数学学习中的心理障碍 中学数学月刊98．9
13．黄毓儒，浅谈后进生的数学教学
14．姚素琴，对后进生要爱教又要善教
15．罗强，对重点高中学生数学学习方法的调查 中学数学96．5
16．赵连城，数学教学中如何转化差生
17．卢均昌，关于影响学生学习数学的因素的研究
18．杨德运，数学素质的评价与数学差生的界定及分类 数学教育学报99．2
19．周步成，学习适应性测试1991
20．钟启泉，“学业不良”的界定及其因析模式述评 华东师大学报教科版94．2
21．史耀芳，浅论学习策略 心理发展与教育91，(3)：53～55
22．白晋文，中学生学习适应性的研究 心理学动态1997．2(5)：60-63
23．燕国材等，非智力因素与学校教育 西安：陕西人民教育出版社1992
24．林祟德，非智力因素及其培养 浙江人民出版社1996
25．崔葳魏、孟庆茂，学习适应性测验结构效度的验证性因素分析，心理科学，1998．21(2)；176～177
26．联合国教科文组织，教育——财富蕴藏其中 北京教育科学出版社，1996
27．林崇德、辛涛，智力的培养 杭州：浙江人民出版社1996
28．杨骞，立足于数学应用的数学课程改革 中学数学参考99．8
29．刘电芝，学习策略研究 北京：人民教育出版社1999
30．黄旭，学习策略的性质、结构与特点 华东师范大学学报(教育科学版)，1990，(4)85～92
31．杨小微、刘卫平，教育研究理论和方法，湖北教育出版社1997：254～295
32．郑君文、张恩华，数学学习论 广西教育出版社1996
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