本文選題：初中生　切入點(diǎn)：數(shù)學(xué)學(xué)業(yè)情緒　出處：《山西師范大學(xué)》2014年碩士論文

【摘要】：學(xué)業(yè)情緒是一種與教學(xué)、學(xué)習(xí)關(guān)系密切的非智力因素，良好的學(xué)業(yè)情緒對(duì)提高學(xué)業(yè)成績(jī)有促進(jìn)作用。關(guān)注情緒，有利于實(shí)現(xiàn)新課改下快樂(lè)教育，對(duì)學(xué)生的成長(zhǎng)和發(fā)展有重要意義。 Pekrun提出，重要他人對(duì)學(xué)業(yè)的期望、支持與學(xué)業(yè)情緒顯著相關(guān)。感知到的教師期望作為一種外部壞境，可以影響學(xué)業(yè)情緒，進(jìn)而影響學(xué)習(xí)成績(jī)。學(xué)業(yè)情緒具有領(lǐng)域特殊性，，數(shù)學(xué)作為初中階段較難的主干課程，可能通過(guò)學(xué)業(yè)情緒的調(diào)整，更好的促進(jìn)數(shù)學(xué)科目的學(xué)習(xí)。 本研究通過(guò)探究教師期望、數(shù)學(xué)學(xué)業(yè)情緒和數(shù)學(xué)成績(jī)間的關(guān)系，引起初中老師對(duì)教師期望效應(yīng)、學(xué)業(yè)情緒調(diào)節(jié)的重視。采用《學(xué)生感知到的教師期望知覺(jué)問(wèn)卷》，從教師支持、教學(xué)互動(dòng)、學(xué)業(yè)反饋三個(gè)維度測(cè)量學(xué)生感知到的教師期望；采用《青少年學(xué)業(yè)情緒問(wèn)卷》，從積極高喚醒、積極低喚醒、消極高喚醒、消極低喚醒四個(gè)維度對(duì)初中生數(shù)學(xué)學(xué)業(yè)情緒進(jìn)行測(cè)量。通過(guò)整群分層隨機(jī)抽樣對(duì)550名初中生進(jìn)行施測(cè)。研究結(jié)果發(fā)現(xiàn)：（1）數(shù)學(xué)學(xué)業(yè)情緒體驗(yàn)高喚醒情緒得分高于低喚醒情緒，積極情緒多于消極情緒，其中高興得分最高，厭倦得分最低。（2）感知到的教師期望可顯著預(yù)測(cè)積極情緒，負(fù)向預(yù)測(cè)消極情緒。（3）積極的數(shù)學(xué)學(xué)業(yè)情緒對(duì)數(shù)學(xué)成績(jī)有促進(jìn)作用，消極的數(shù)學(xué)情緒對(duì)數(shù)學(xué)成績(jī)有阻礙作用，不利于成績(jī)提高。（4）感知到的教師期望對(duì)數(shù)學(xué)成績(jī)既有直接影響，又有間接影響。數(shù)學(xué)學(xué)業(yè)情緒可以作為教師期望與數(shù)學(xué)成績(jī)間的中間變量。
[Abstract]:Academic emotion is a kind of non-intelligence factor which is closely related to teaching and learning. Good academic emotion can promote academic achievement.Paying attention to emotion is helpful to realize the happy education under the new curriculum reform, and it is of great significance to the growth and development of students.Pekrun suggests that the expectations and support of important others are significantly related to academic emotions.Perceived teachers' expectations, as an external bad state, can affect academic mood and academic achievement.The academic emotion has the domain particularity, mathematics is the difficult backbone curriculum in the junior middle school stage, may through the academic emotion adjustment, promotes the mathematics subject study better.By exploring the relationship among teachers' expectation, mathematics academic emotion and mathematics achievement, this study has aroused teachers' attention to teachers' expectation effect and academic emotion regulation.Teachers' expectation was measured from three dimensions of teacher support, teaching interaction and academic feedback, and the adolescents' academic emotion questionnaire was used to awaken students from positive high arousal, positive low arousal.Four dimensions of negative high arousal and negative low arousal were used to measure the mathematics academic emotion of junior high school students.By cluster stratified random sampling, 550 junior middle school students were tested.The results showed that the score of high arousal emotion was higher than that of low arousal emotion, and the positive emotion was higher than the negative emotion. Among them, the highest score of happiness and the lowest score of boredom. 2) the perceived expectation of teachers could predict the positive emotion significantly.Negative prediction of negative emotion. 3) the positive mathematics academic emotion can promote the mathematics achievement, the negative mathematics emotion has the hindering effect on the mathematics achievement, which is not conducive to the improvement of the score. 4) the perceived teachers' expectation has a direct influence on the mathematics achievement.There are indirect effects.Mathematics academic emotion can be regarded as the intermediate variable between teacher's expectation and mathematics achievement.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G447

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