教师、家长的数学信念和学生观与学生的数学焦虑的相关研究.pdfVIP

Abstract: The aim of this research is to explore the relationship between middle school students’mathematics anxiety, teachers’belief and parents’belief and students’ learning behavior. We have made a study of a total of 255 high school students ranging from junior 1 to senior 3 from a certain middle school in Changshu using Methods MAQ and a self-made questionnaire measuring form about teachers’belie f, students ’ belief and students’ mathematics behavior, also interviewing some teachers and students. The result shows that students’ anxiety can hold back teachers’belief in students and mathematics, student’s self-confidence and students’ behavior in mathematics. Teachers’ belief can strengthen students’self-confidence and improve their mathematics behavior. And the effects vary from grade to grade. So teachers’ belief and behaviors affect greatly on students’ belief and behavior in mathematics and even more than the subject nature does. To improve high school students’ anxiety about mathematics, our teachers and parents should spare no efforts to improve their belief and behaviors, with the help of people from all corners and classes, even though there is a long way to go. Key words mathematics anxiety, belief, mathematics behavior, middle school student 3 一、 综述 1、问题的提出及意义 中学数学教育的主要目的是提供学生必备的数学基础知识，为进一步的学习 和工作打基础。学校教育中所学到的数学知识对人的一生的数学需要还是远远不 够的，数学学习成为终身学习的一部分。如何保持学生持续的学习数学的愿望是 每一个教育者都应该考虑的问题。而研究表明，现实的学校教育中，无论是中学 生还是大学生都存在一定程度和数量的数学焦虑，这种不良的情绪体验对学生的 数学学习和学习状态的保持都是有害的。 笔者工作到现在已经十年，大部分时间担任高一到高三的数学教学工作。笔 者在教学过程中发现不少同学的数学学习很“艰苦”。由于不能达到家长、老师 及自