【作者】 李小桂；

【导师】 赵继源；

【作者基本信息】 广西师范学院 ， 课程与教学论， 2011， 硕士

【摘要】 数学来源于生活又应用于生活,中小学生的数学应用能力尤为重要。通过文献研究,我们将数学应用能力划分为三个维度:解答传统文字数学应用题的能力、解答模拟真实情境数学应用题的能力、解决具有真实情境数学应用题的能力。本研究主要针对前两个维度展开,其中第一个维度“解答传统文字数学应用题的能力”又分为两个小维度:直接判断、表征及模式识别。我国长期以来的城乡二元结构造成城乡教育效果及学生学习能力存在明显差异,义务教育阶段城乡学生数学应用能力的差距客观存在。研究城乡学生学习能力的差异具有显著的现实意义。本研究采用问卷调查和访谈等研究方法,针对城乡四到九年级学生开展“解答传统文字数学应用题能力”问题的相关调查测试;针对城乡七至九年级学生开展“解答模拟真实情境数学应用题能力”问题的相关调查测试。再以SPSS17.0独立样本T检验进行差异研究,用SPSS相关性分析进行影响因素研究。最终就城乡学生数学应用能力比较研究得出以下结论:1.城乡四、五、六、七、八、九这六个年级学生在解答传统文字数学应用题能力上存在显著差异且城市学生优于农村学生,在直接判断维度上不存在显著差异,在表征及模式识别维度上存在显著差异且城市学生优于农村学生;2.城乡小学高年级学生和初中生(包括初中三个年级)在解答传统文字数学应用题能力上存在显著差异且城市学生优于农村学生,在直接判断维度上不存在显著差异,在表征及模式识别维度上存在显著差异且城市学生优于农村学生;3.城乡初中各年级学生及其整体在解答模拟真实情境数学应用题能力上存在显著差异且城市学生优于农村学生;4.城乡中小学生解答传统文字数学应用题的能力普遍较低,城乡初中生解答模拟真实情境数学应用题能力也普遍较低;5.城乡中小学生解答传统文字数学应用题能力不均衡,好生和学困生的能力差距较大,城乡初中生解答模拟真实情境数学应用题能力也不均衡,好生和学困生的能力相差较大。义务教育阶段城乡学生的数学学习基础、数学学习观对学生的数学应用能力有较显著影响,但学生的语文阅读基础对数学应用能力影响不显著。更多还原

【Abstract】 Mathematics not only comes from life, but also applies to life. Math in real life has a wide range of applications, so primary and secondary student’s mathematics application ability are particularly important. Through literature study, mathematics application ability can be divided into three dimensions: answer the ability of traditional text mathematics problems, answer simulated real situation among the ability, solve mathematical problems with real situation mathematical ability. This study focused on two dimensions before the start. Among them, the first dimension“answer the ability of traditional text mathematics problems”is divided into two small dimensions: direct judgment, characterization and pattern recognition.Our long-standing urban-rural dual structure created effects of urban and rural education and student learning education effect significantly different, urban and rural students receiving compulsory education gap between mathematics proficiency objective. Of urban and rural differences in learning ability of students has significant practical significance.In this study, we adopt testing, interview and questionnaire research methods. For grades four to nine rural and urban students to“answer the ability of traditional text mathematics problems”issues related to inspection and testing; for seven to nine students to carry out urban and rural areas, "answered mathematical simulation of real-life situation Application Problem capacity "issues related to inspection and testing. By SPSS17.0 independent samples and T-test differences in study, correlation analysis using SPSS Factors. Applied Mathematics, urban and rural students eventually comparing the following conclusions:1. Urban and rural grade four, five, six, seven, eight, nine students in a solution traditional text mathematics application ability were significantly different and urban students were better than the countryside student. In direct judgment dimensions does not exist significant differences. In pattern recognition and characterization, there was a significant difference and urban students were better than the countryside student;2. Urban and rural elementary students and junior high school students (including the junior middle school three year) in a solution traditional text mathematics application ability significant differences and urban students were better than the countryside student, in direct judgment dimensions does not exist significant differences in pattern recognition and characterization, there was a significant difference and urban students were better than the countryside student;3.Urban and rural middle school students in mathematical applications to answer questions simulate the real situation there are significant differences in ability and urban students than rural students;4. Urban and rural primary and middle school students answer traditional text mathematical among the ability is generally low, meanwhile urban and rural junior high school students answer simulation real situation mathematics application ability also is generally low;5. Urban and rural primary and middle school students answer traditional text mathematics application ability is not balanced .There is a big gap between good students and the ability of students with learning difficulties. Urban and rural primary and middle school students answer simulated real situation among the ability is not also balanced .There is also a big gap between good students and the ability of students with learning difficulties.In compulsory education phase, urban and rural students mathematics application ability development factors include: The basis of mathematics learning, mathematics learning concept and Chinese reading foundation, in which the basis of mathematics learning, mathematics learning perspective and the relevance of mathematics are proficiency high, and language proficiency reading and mathematics based on the relatively weak correlation.更多还原