元认知和学习动机对小学数学应用题解决的干预研究

The Study on Intervention of Meta-cognitive and Learning Motivation for Solving Primary Mathematical Problem

作者: 专业:发展与教育心理学 导师:张丽华 年度:2010 学位:硕士  院校: 辽宁师范大学

Keywords

meta-cognition, learning motivation, mathematical application, intervention

        近些年来,在教学中如何应用脑科学知识来提高学生的学习效率成为热点研究问题。元认知是脑科学的研究成果之一,它属于智力范畴,并且对学习有着重要的影响。除了智力因素外,非智力因素中的学习动机也是影响学习的重要因素。与此同时,我们发现,小学数学是一门基础学科,数学学习过程的本质是一种元认知的过程,为了提高小学生的数学学习成绩,我们从元认知和学习动机入手,探讨如何对小学生数学学习过程中所需的元认知能力进行训练,并激发其学习动机,从而提高学生的数学成绩。本研究分为两个部分:第一部分对元认知、学习动机与数学学业成绩之间的关系进行探讨;第二部分以65名小学四年级学生为被试,将其分成三组,其中两个实验组,它们分别是“元认知+学习动机”组和“元认知”组,一个对照组,进行元认知训练和学习动机激发的研究,探讨干预的有效性。研究结果表明:1.小学生元认知能力与学习动机水平不存在显著性别差异;两者存在显著的年级差异。2.元认知与学习动机总体相关显著;元认知、学习动机分别与数学学业成就存在显著正相关;元认知中的监测对学习动机、数学学业成就具有一定的预测作用。3.元认知训练对小学生数学应用题成绩的提高是有效的;但元认知训练和学习动机激发结合对小学生数学应用题成绩的提高效果更加显著。4.进行干预实验后,男生的数学应用题成绩比女生的数学应用题成绩有更显著的提高,元认知训练和学习动机激发对男生数学应用题成绩的提高更有效。5.不同学业成绩的学生进行干预的效果不同。训练后,学优生的元认知得分、学习动机得分和数学应用题成绩均都有一定提高,但不存在显著差异;学中生的元认知得分和数学应用题成绩都有显著提高,但学习动机得分没有显著变化;学困生的元认知得分、学习动机得分都存在显著差异,后测成绩优于前测成绩,数学应用题成绩有所提高,但没有显著差异。从以上结果可以看出,元认知训练和学习动机激发可以帮助学生提高数学学习的效率。因此我们应该在教育教学中,广泛推广这种教学方法,帮助教师提高教学效率,帮助学生减轻学习负担,更好地学习。
    In recent year, in teaching how to apply brain science knowledge to improve the efficiency of student learning has become a hot research questions. Meta-cognition is one of brain science research results. It belongs to intellectual scope, and it has a significant impact on learning. In addition to intellectual factors, non-intelligence factors that affect learning and motivation to learn are also an important factor. At the same time, we find that the primary mathematics is a basic subject. Mathematics learning process is essentially a dollar cognitive process. To effectively improve primary mathematics learning achievement, meta-cognition strategy and learning motivation strategy are implemented in order to enhance the students’mathematics performence.This study was divided into two sections: the first part is to explore the relationship of meta-cognition, learning motivation and math academic achievement. The second part, 65 grade 4 students are tested for meta-cognition training and motivation to stimulate research. We divided these students into three groups. There were two experimental groups, namely the“meta-cognition, learning motivation”group and“meta-cognition”group. There was also a control group.The results showed that:1. There are no significant gender differences in primary meta-cognitive ability and learning motivation level. There are significant differences between grades.2. In generally, meta-cognition and learning motivation have significant correlation. Meta-cognition, learning motivation and mathematics academic achievement are significantly positively related. Monitoring of meta-cognition can effectively predict learning motivation and math academic achievement.3. It is effective that meta-cognition training improves the primary mathematics application performance. But combination of meta-cognitive training and motivation to stimulate math word problems for students to improve performance is more remarkable.4. After intervention experiment, the application of mathematics achievement for boys than girls in mathematics application is more significant enhancement. Both of intervention have more effectively on the boys.5. Different academic performance of students has different intervention effect. Before training, the meta-cognitive scores, learning motivation scores and mathematics application performance of excellent students all have certain enhancement, but there is no significant difference. The scores of meta-cognition and mathematics application of medium students have significantly increased, but the learning motivation was no significant change in scores. Meta-cognition scores and learning motivation scores of students with learning difficulties are significantly different. Post-test score is better than pre-test results. Mathematical Applications achievement has increased, but there is no significant difference.From the above results we can see that meta-cognitive training and learning motivation can help inspire students to improve the efficiency of mathematics learning. To help teachers to improve teaching efficiency and students to reduce burdens on learning, we should be more widely used the method in education and teaching.
        

元认知和学习动机对小学数学应用题解决的干预研究

摘要4-5
Abstract5-6
引言9-10
1 第一章 问题提出10-24
    1.1 国内外元认知的研究概述10-16
        1.1.1 元认知的概念及结构10-12
        1.1.2 数学元认知的有关研究12
        1.1.3 元认知与年龄的有关研究12-13
        1.1.4 元认知与学习成绩的有关研究13-14
        1.1.5 元认知的干预研究14-16
    1.2 国内外学习动机的研究概述16-21
        1.2.1 学习动机的概念及研究进展17-18
        1.2.2 学习动机的成因18
        1.2.3 数学学习动机的有关研究18-19
        1.2.4 学习动机的干预研究19-21
    1.3 元认知与学习动机的关系21-22
    1.4 已有研究的不足22
    1.5 本研究的意义22-24
2 第二章 总体实验设计24-40
    2.1 实验一元认知、学习动机与数学学业成就关系的研究24-27
        2.1.1 研究目的与假设24
        2.1.2 被试24
        2.1.3 研究工具24-25
        2.1.4 研究程序和方法25
        2.1.5 数据处理25
        2.1.6 结果与分析25-27
    2.2 实验二元认知训练、学习动机激发对提高小学生数学应用题成绩的干预研究27-40
        2.2.1 研究目的与假设27
        2.2.2 实验设计27-32
        2.2.3 结果与分析32-40
3 第三章 综合讨论40-46
    3.1 小学生4~6 年级元认知、学习动机基本情况分析40
    3.2 元认知、学习动机与数学学业成就的关系40-41
    3.3 元认知训练的干预效果41
    3.4 学习动机激发干预效果41-42
    3.5 数学应用题成绩的干预效果42
    3.6 三组不同成绩学生数学元认知特点的分析42
    3.7 三组不同成绩学生学习动机特点的分析42-43
    3.8 三组不同成绩学生数学应用题成绩的分析43
    3.9 本研究的创新之处以及有待进一步研究的问题43-44
        3.9.1 研究的创新之处43-44
        3.9.2 研究中的不足及有待进一步研究的问题44
    3.10 本研究对小学生教育教学的启示44-46
        3.10.1 提高小学生的元认知水平44-45
        3.10.2 激发小学生的数学学习动机45
        3.10.3 关注学中生和学困生的元认知训练和学习动机激发45-46
4 第四章 结论46-47
参考文献47-50
附录一 元认知监控能力问卷50-52
附录二 学习动机问卷52-53
附录三 元认知监控问题单53-54
附录四 数学日记54-55
附录五 数学应用题测试卷一55-56
附录六 数学应用题测试卷二56-57
附录七 数学应用题测试卷三57-58
攻读硕士学位期间发表学术论文情况58-59
致谢59
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