發(fā)布時間：2018-10-19 14:57

【摘要】：隨著知識變得越來越信息化與全球化,當(dāng)代教育指出“學(xué)會學(xué)習(xí)”比“學(xué)會知識”更為重要。良好學(xué)習(xí)策略的運(yùn)用是“學(xué)會學(xué)習(xí)”的重要表現(xiàn),利于學(xué)生形成自學(xué)能力,為培養(yǎng)其終生學(xué)習(xí)打下基礎(chǔ)。數(shù)學(xué)學(xué)習(xí)策略的應(yīng)用水平直接影響到學(xué)生的數(shù)學(xué)學(xué)習(xí)效率,進(jìn)而對學(xué)生的數(shù)學(xué)學(xué)業(yè)成就乃至總體學(xué)業(yè)成就起到影響。目前,關(guān)于高中生數(shù)學(xué)學(xué)習(xí)策略水平的研究己取得一定成果,但仍有不足之處,在已推廣的高中生數(shù)學(xué)學(xué)習(xí)策略水平量表中鮮有關(guān)于評價工具的應(yīng)用性研究,以及將其推廣到區(qū)域乃至全國性的常模研究。為彌補(bǔ)上述領(lǐng)域的研究空白,在已有《高中生數(shù)學(xué)學(xué)習(xí)策略水平量表》的基礎(chǔ)上,通過選取天津市12個區(qū)縣22所高中的1124名高二學(xué)生參與在線測試,分析處理1026份有效問卷,建立天津市高中生數(shù)學(xué)學(xué)習(xí)策略水平常模；并以學(xué)生學(xué)業(yè)成績?yōu)樾?biāo),將高中生數(shù)學(xué)學(xué)習(xí)策略水平劃分為5個等級,給出所處等級學(xué)生的學(xué)習(xí)策略特征,分析其不足并提出有效可行的數(shù)學(xué)學(xué)習(xí)策略改善方法；最后,以研究過程中所得數(shù)據(jù)為例,給出《高中生數(shù)學(xué)學(xué)習(xí)策略水平量表使用說明》。采用文獻(xiàn)分析法、特爾斐法及調(diào)查研究法,在已有《高中生數(shù)學(xué)學(xué)習(xí)策略水平量表》的基礎(chǔ)上,通過查閱心理測量相關(guān)常模建立的研究并征詢國內(nèi)外專家建議,確定建立百分等級和標(biāo)準(zhǔn)分常模,期間對有效問卷進(jìn)行了描述性分析及信效度與效標(biāo)驗(yàn)證,最終確立天津市高中生數(shù)學(xué)學(xué)習(xí)策略水平常模,并將常模劃分為五個等級水平。研究所得結(jié)論為：(1)高中生數(shù)學(xué)學(xué)習(xí)策略水平問卷具有較好的信度和效度,可作為高中生數(shù)學(xué)學(xué)習(xí)策略水平測評的有效工具；(2)所建總體常模、認(rèn)知策略常模、元認(rèn)知策略常模及資源管理策略常模,可作為高中生數(shù)學(xué)學(xué)習(xí)策略的測評與研究的客觀依據(jù)。(3)高中生總體數(shù)學(xué)學(xué)習(xí)策略水平及其三個主維度可分為五個等級,即優(yōu)秀、中上、中等、中下和差,等級量表的確立可作為評價標(biāo)準(zhǔn)應(yīng)用。
[Abstract]:As knowledge becomes more and more information and globalization, contemporary education points out that "learning to learn" is more important than "learning knowledge". The use of good learning strategies is an important manifestation of learning, which is conducive to the formation of self-learning ability and lays the foundation for lifelong learning. The application level of mathematics learning strategy has a direct impact on the students' mathematics learning efficiency, and then on the students' mathematics academic achievement and even on the overall academic achievement. At present, some achievements have been made on the level of mathematics learning strategies of senior high school students, but there are still some shortcomings. There are few applied researches on evaluation tools in the scale of mathematics learning strategies of senior high school students. And to extend it to regional and even national norm research. In order to make up for the research blank in the above fields, on the basis of the mathematics learning strategy level scale for senior high school students, 1124 senior high school students from 22 senior high schools in 12 districts and counties of Tianjin participated in the online test, and 1026 valid questionnaires were analyzed and processed. This paper establishes the norm of mathematics learning strategy level of senior high school students in Tianjin, and classifies the learning strategy level of senior high school students into five grades according to the students' academic achievement, and gives the characteristics of the learning strategies of the students at the same level. This paper analyzes its shortcomings and puts forward effective and feasible methods for improving mathematics learning strategies. Finally, taking the data obtained in the course of the study as an example, the usage instructions of Senior High School students' Mathematical Learning Strategy scale are given. By using the methods of literature analysis, Delphi method and investigation and research, on the basis of the existing Mathematical Learning Strategy level scale for Senior High School students, the author consulted the relevant norm of psychological measurement and consulted experts at home and abroad. This paper establishes the norm of percent grade and standard score, and makes descriptive analysis of the valid questionnaire and verifies the reliability and validity of the questionnaire. Finally, the norm of mathematics learning strategy level of senior high school students in Tianjin is established, and the norm is divided into five levels. The conclusions are as follows: (1) the questionnaire has good reliability and validity, which can be used as an effective tool for the evaluation of senior high school students' mathematics learning strategy level, (2) the general norm, cognitive strategy norm, Metacognitive strategy norm and resource management strategy norm can be used as the objective basis for the evaluation and research of high school students' mathematics learning strategies. (3) the overall mathematics learning strategy level and its three main dimensions of senior high school students can be divided into five levels: excellent, middle and upper. The establishment of the middle, middle and low grade scales can be used as evaluation criteria.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6

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