高二学生立体几何学习信念研究-学科教学（数学）专业论文.docxVIP

ABSTRACT In mathematiCS learning，students have their own beliefs that guiding students’ mathematics learning activities， methods，behavior and the evaluation of mathematics．We should focus on students’mathemat ics learning bel iefs because of the implementation of effective teaching，evaluation of students 7 mathematics achievement and knowledge about students’ mathematics learning process．Mathematics knowledge of High School iS divided into some sections，such as geometry， function， and derivative．People who have learned about different knowledge have different beliefs．So，the research chooses the sol id geometry to study the bel iefs of sol id geometry learning，which is based on many previous researches about them． By studying the 1 iterature review of mathematical bel iefs 7 and in—depth understanding of high school students expectance to have good performance in sol id geometry learning， thi s study have constructed theory model of sol id geometry learning belief and compiled“The scale of solid geometry learning bel i ef in hi gh school”to understand the current 万方数据 万方数据 situation of solid geometry learning belief in high school：By ana—yzi sol’dsolld geometryeometr learnin1earnlng beliefs’differencess OlI erenceS 1n sophomore year high school students between boys and girls， arts and sciences and different schools，this study have some findings：High School students’ solid geometry learning beliefs are generally positive：As for dimensions，the first one is about solid geometry knowledge，the second one is about solid geometry learning，the last one is about the environment of solid geometry learning，which is positive too：However，the third one is about solid geometry learning self。‘awareness which is lower than the others：Boys and girls have significantly different beliefs in learning solid geometry and boys perform better： Arts and science students have no significant difference in solid geometry learning belief：The solid geometry learning bel iefs of differ