在高一数学教学中培养学生数学学习的适应性
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摘要
学习适应性又叫学习适应能力,是个体为取得较好的学习效果,努力使自己的心理活动和行为方式符合学习环境变化和自身发展要求的自我调节过程中表现出来的一种稳定的能力特征。
学习的适应,并不是与生俱来的,而是后天逐步形成的。在教育过程中,某些原因使学习者的学习受到短时阻力,一日这些问题没有得到解决,日积月累就形成了学习不适应。现阶段,普通高中存在两种学生:一种是国家计划内的统招生,另一种是计划外的择校生,由于大量的择校生涌进普通高中,致使学校出现大量的学习不适应的学生,如不及时恰当地纠正,必然导致学业不良,给教育带来困境。如果能在日常数学教学就能有针对性地克服学习适应不良,从而大面积提高教学质量。
目前,学习适应性的研究主要集中在对中小学生学习适应性的现状调查,缺乏系统的学习适应性教育实验研究,更缺乏有效融入常规学科教学中的实验研究。本研究在借鉴国内外已有研究成果的基础上,综合采用文献分析法、访谈法、问卷调查法、教育实验法等研究方法,针对当前高一学生中存在的主要数学学习适应问题,根据本人几年实际教学的体会,着重从加强初高中衔接、激发学习动机、、指导学习方法、改进思维方法等四个方面提出相应的教学策略,结合数学学科的特点加以改进。可以在未来的数学学习及生活中有针对性进行数学学习指导,从而提高不良学生的学习适应能力,提高他们的学习成绩。由于在这一方面国内实验研究还不是很充分,因此不断加大此课题的研究和探索,在理论和实践上都是很有意义的。综合本研究结果,得出了以下结论:
(1)高一数学教学中培养学习适应性的教育干预能显著改善学生的学习适应性。在学习态度、学习技术、身心健康三个方面改善程度是显著的。
(2)高一数学教学中培养学习适应性的教育干预实验能有效提高学生的数学学业成绩。主要体现在能减小中等生朝差等生下滑的幅度,能促进中等生朝优等生发展。
The study compatibility is called the study adaptiveness, is the individual to make the good study progress, causes own psychological activity and the behavior way diligently conforms to one kind of stable ability characteristic which the learning environment change and in own development request's self-regulating process displays。
The study adaptation, is not born that way, but will be the day after tomorrow forms gradually. In the education process, certain reasons cause learner's study to receive the short-time resistance, on first these questions have not been solved, accumulated over a long period of time has formed the study maladaptation. The present stage, the ordinary high school has two kind of students: One kind is in the national plan series recruitment of students, another kind is outside the plan selects the school to live, because massive selects the school to live spills into the ordinary high school, causes the school to present the massive study maladaptation student, if corrects appropriately not promptly, causes the studies inevitably bad, brings the difficult position to the education. If can be able to overcome the study maladaptation target-oriented in the daily mathematics teaching, thus the big area improves the quality of teaching.
At present, the study compatible research mainly concentrates in studies the compatible to the elementary and middle school students present situation investigation, lacks system's study adaptation sex education experimental study, more deficient integrates in the conventional discipline teaching effectively the experimental study. This research in uses for reference domestic and foreign had in the research results foundation, The synthesis uses research techniques and so on literature analytic method, interview law, questionnaire survey procedure, education cut-and-try method, has the main mathematics study adaptation problem in view of the current high student, according to myself several year field research's experience, from enhancement at the beginning of the high school engagement, the stimulation academic motivation, the raise study interest, the instruction study method, the improvement thought method and so on five aspects proposed emphatically the corresponding teaching strategy, the union mathematics discipline's characteristic improves.
(1) High mathematics teaching seeps the study compatible education intervention to be able obviously to improve student's study compatibility. In the study manner, the study technology, the learning environment three meters to improve the degree are remarkable.
(2) In the high mathematics teaching seeps the study compatible education intervention experiment to be able to improve student's mathematics academic achievement effectively. Mainly manifests in can reduce medium lives faces gives birth to the slippery scope inferiorly, can promote medium to live and develops toward the top student.
学习的适应,并不是与生俱来的,而是后天逐步形成的。在教育过程中,某些原因使学习者的学习受到短时阻力,一日这些问题没有得到解决,日积月累就形成了学习不适应。现阶段,普通高中存在两种学生:一种是国家计划内的统招生,另一种是计划外的择校生,由于大量的择校生涌进普通高中,致使学校出现大量的学习不适应的学生,如不及时恰当地纠正,必然导致学业不良,给教育带来困境。如果能在日常数学教学就能有针对性地克服学习适应不良,从而大面积提高教学质量。
目前,学习适应性的研究主要集中在对中小学生学习适应性的现状调查,缺乏系统的学习适应性教育实验研究,更缺乏有效融入常规学科教学中的实验研究。本研究在借鉴国内外已有研究成果的基础上,综合采用文献分析法、访谈法、问卷调查法、教育实验法等研究方法,针对当前高一学生中存在的主要数学学习适应问题,根据本人几年实际教学的体会,着重从加强初高中衔接、激发学习动机、、指导学习方法、改进思维方法等四个方面提出相应的教学策略,结合数学学科的特点加以改进。可以在未来的数学学习及生活中有针对性进行数学学习指导,从而提高不良学生的学习适应能力,提高他们的学习成绩。由于在这一方面国内实验研究还不是很充分,因此不断加大此课题的研究和探索,在理论和实践上都是很有意义的。综合本研究结果,得出了以下结论:
(1)高一数学教学中培养学习适应性的教育干预能显著改善学生的学习适应性。在学习态度、学习技术、身心健康三个方面改善程度是显著的。
(2)高一数学教学中培养学习适应性的教育干预实验能有效提高学生的数学学业成绩。主要体现在能减小中等生朝差等生下滑的幅度,能促进中等生朝优等生发展。
The study compatibility is called the study adaptiveness, is the individual to make the good study progress, causes own psychological activity and the behavior way diligently conforms to one kind of stable ability characteristic which the learning environment change and in own development request's self-regulating process displays。
The study adaptation, is not born that way, but will be the day after tomorrow forms gradually. In the education process, certain reasons cause learner's study to receive the short-time resistance, on first these questions have not been solved, accumulated over a long period of time has formed the study maladaptation. The present stage, the ordinary high school has two kind of students: One kind is in the national plan series recruitment of students, another kind is outside the plan selects the school to live, because massive selects the school to live spills into the ordinary high school, causes the school to present the massive study maladaptation student, if corrects appropriately not promptly, causes the studies inevitably bad, brings the difficult position to the education. If can be able to overcome the study maladaptation target-oriented in the daily mathematics teaching, thus the big area improves the quality of teaching.
At present, the study compatible research mainly concentrates in studies the compatible to the elementary and middle school students present situation investigation, lacks system's study adaptation sex education experimental study, more deficient integrates in the conventional discipline teaching effectively the experimental study. This research in uses for reference domestic and foreign had in the research results foundation, The synthesis uses research techniques and so on literature analytic method, interview law, questionnaire survey procedure, education cut-and-try method, has the main mathematics study adaptation problem in view of the current high student, according to myself several year field research's experience, from enhancement at the beginning of the high school engagement, the stimulation academic motivation, the raise study interest, the instruction study method, the improvement thought method and so on five aspects proposed emphatically the corresponding teaching strategy, the union mathematics discipline's characteristic improves.
(1) High mathematics teaching seeps the study compatible education intervention to be able obviously to improve student's study compatibility. In the study manner, the study technology, the learning environment three meters to improve the degree are remarkable.
(2) In the high mathematics teaching seeps the study compatible education intervention experiment to be able to improve student's mathematics academic achievement effectively. Mainly manifests in can reduce medium lives faces gives birth to the slippery scope inferiorly, can promote medium to live and develops toward the top student.
引文
[1] 《普通高中数学课程标准(实验)》[M](人民教育出版社,2003 年版).
[2] 周步成等.《中学生学习适应性测验》使用手册[M] .1991.
[3] 郑日昌.中学生心理诊断[M] .济南:山东教育出版社,1994 .
[4] 田澜.小学生适应问题及其教育干预[D] .西南师范大学硕士学位论文,2002 .
[5] 陈英豪,林正文,李坤崇.《学习适应性量表》[M]。台北:心理出版社,1991.
[6] 华瑞人才公司.《中学生学习适应性测验》[P] .
[7] 许安平.对高一新生入学适应情况的调查.科教文汇[P] .2007 (2).
[8] 郝德永.关于“非智力因素”几个有争议问题的探讨[J].华东师范大学学报(教育科学版).1993(1):57～62.
[9]KeithTZ,DunbarSB.HierarchicalfactoranalysisoftheK-ABCTestingalternatemodels[J].JournalofSpecialEducation,1984:367-375
[10] Chang Ching-yuan. Matching teaching style and learning styles and verificationof students'learning adaptation model.Bulletin of Education Psychology. 1988:113 一 172
[11]Hammill,Yi,Y.OntheEvaluationofStructuralEquationmodels[J]. AcademicMarketingScience,1988(16):74-94.
[12]BentlerPM,BonnettDG.Significanttestsandgoodnessoffitintheanalysisofcovariancestructures[J].Psy-chologicalBulletin,1980,88(3):588-606.
[13] 黄根初.活用高一教材, 矫正学生思维缺陷.现代教育[P],2006 (10).
[14] 黄根初.新教材高一数学教与学的几点思考.上海中学数学[P],2005 (11).
[15] 连春兴.高一数学思想缺陷及矫正.数学通报[P],2002(3).
[16] 施方良.学习论 [M].人民教育出版社,1998.
[17] 邵瑞珍.教育心理学[M].上海:上海教育出版,1988.
[18] 张成武.浅谈高一数学学习受阻及对策.天水师专学报,2000 (20).
[19] 王湘云.如何解决高中学生数学学习入门难的问题.河南教育学院学报,2004(9).
[20] 涂荣豹.数学教学论[M] .宁夏教育出版社.1997.
[21] 王子性。数学教育学导论[M].南宁:广西师范大学出版社,1998.
[22] 唐钟文.高中学生数学学习障碍的成因及突破.四川教育学报[N],2007 (2).
[23] 白晋荣,刘桂文,郭雪梅.中学生学习适应性的研究.心理学动态[J],1997
[24] 章永生.教育心理学[M].河北:河北教育出版社,1996.
[25] 张述祖,沈德立.基础心理学[M].北京:教育科学出版社,1987.
[25] 戴育红.小学生学习适应性的研究[J].教育学刊,1997 (1) .
[26] 吴增强.学习心理辅导[M].上海:上海教育出版社,2001: 186-210 .
[27] 辛自强,俞国良.学业不良的界定与操作定义.心理学动态[J],1999 (2): 52-57 .
[28] 王佩丹,郭楚如,林勇强.学习适应性与学习成绩的关系.键康心理学杂志[J],2004,12(3):228.
[29] 陈向明.质的研究方法与社会科学研究[M].北京:教育科学出版社,2001.
[30]查有梁.教育建模[M] .广西:广西教育出版社,1998 .
[31] Chang Ching-yuan. A study of learning adaptation and perceptions ofnon-particular-learning-style students.B.Bulletion of Education Psychology. 1995 (22): 215 一 242 .
[2] 周步成等.《中学生学习适应性测验》使用手册[M] .1991.
[3] 郑日昌.中学生心理诊断[M] .济南:山东教育出版社,1994 .
[4] 田澜.小学生适应问题及其教育干预[D] .西南师范大学硕士学位论文,2002 .
[5] 陈英豪,林正文,李坤崇.《学习适应性量表》[M]。台北:心理出版社,1991.
[6] 华瑞人才公司.《中学生学习适应性测验》[P] .
[7] 许安平.对高一新生入学适应情况的调查.科教文汇[P] .2007 (2).
[8] 郝德永.关于“非智力因素”几个有争议问题的探讨[J].华东师范大学学报(教育科学版).1993(1):57～62.
[9]KeithTZ,DunbarSB.HierarchicalfactoranalysisoftheK-ABCTestingalternatemodels[J].JournalofSpecialEducation,1984:367-375
[10] Chang Ching-yuan. Matching teaching style and learning styles and verificationof students'learning adaptation model.Bulletin of Education Psychology. 1988:113 一 172
[11]Hammill,Yi,Y.OntheEvaluationofStructuralEquationmodels[J]. AcademicMarketingScience,1988(16):74-94.
[12]BentlerPM,BonnettDG.Significanttestsandgoodnessoffitintheanalysisofcovariancestructures[J].Psy-chologicalBulletin,1980,88(3):588-606.
[13] 黄根初.活用高一教材, 矫正学生思维缺陷.现代教育[P],2006 (10).
[14] 黄根初.新教材高一数学教与学的几点思考.上海中学数学[P],2005 (11).
[15] 连春兴.高一数学思想缺陷及矫正.数学通报[P],2002(3).
[16] 施方良.学习论 [M].人民教育出版社,1998.
[17] 邵瑞珍.教育心理学[M].上海:上海教育出版,1988.
[18] 张成武.浅谈高一数学学习受阻及对策.天水师专学报,2000 (20).
[19] 王湘云.如何解决高中学生数学学习入门难的问题.河南教育学院学报,2004(9).
[20] 涂荣豹.数学教学论[M] .宁夏教育出版社.1997.
[21] 王子性。数学教育学导论[M].南宁:广西师范大学出版社,1998.
[22] 唐钟文.高中学生数学学习障碍的成因及突破.四川教育学报[N],2007 (2).
[23] 白晋荣,刘桂文,郭雪梅.中学生学习适应性的研究.心理学动态[J],1997
[24] 章永生.教育心理学[M].河北:河北教育出版社,1996.
[25] 张述祖,沈德立.基础心理学[M].北京:教育科学出版社,1987.
[25] 戴育红.小学生学习适应性的研究[J].教育学刊,1997 (1) .
[26] 吴增强.学习心理辅导[M].上海:上海教育出版社,2001: 186-210 .
[27] 辛自强,俞国良.学业不良的界定与操作定义.心理学动态[J],1999 (2): 52-57 .
[28] 王佩丹,郭楚如,林勇强.学习适应性与学习成绩的关系.键康心理学杂志[J],2004,12(3):228.
[29] 陈向明.质的研究方法与社会科学研究[M].北京:教育科学出版社,2001.
[30]查有梁.教育建模[M] .广西:广西教育出版社,1998 .
[31] Chang Ching-yuan. A study of learning adaptation and perceptions ofnon-particular-learning-style students.B.Bulletion of Education Psychology. 1995 (22): 215 一 242 .
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