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1.
注意是一种复杂的心理现象。在小学数学教学中,学生注意品质影响着教学效果。因此,如何提高小学生注意品质,尤其是如何帮助学困生克服注意力涣散,是教育工作者必须研究的问题。本文从注意心理分析上阐述如何运用注意规律指导小学数学教学。 相似文献
2.
不同学科中的学困生注意转换的研究显示,在数学领域内,优差生的注意转换结果尚存争议;对于发展性阅读障碍学生,其注意转换能力比正常学生的注意转换力低。影响学困生注意转换的因素有：微观来讲有自身转换代价的来源、知觉损伤和脑损伤以及情绪状态等;宏观来说就有家庭、社会、学校等因素。研究注意转换的任务转换范式有：单一转换范式、交替转换范式和指示转换范式。 相似文献
3.
随着学习内容的深入,中学阶段不可避免地出现了相当一部分学困生,这部分学生对数学学习缺乏兴趣,上课注意力分散、课后不复习,从而导致成绩落后,严重影响数学教育质量的提高。学困生的情况相当复杂,其原因、形式是多种多样的,教师要善于运用归因理论,摸清情况,分析原因,了解症结,这样才能做到有的放矢,对症下药,做到一把钥匙开一把锁,做好学困生的教学转化工作。 相似文献
4.
在数学教育过程中,不可避免地产生一些学习困难的学生,其中有智力型学困生,也有非智力型学困生,如何转化非智力型学困生,是当今数学教育的重要课题,我们许多的数学教师为之做了大量的工作,本文结合自己的教学实践谈谈一些看法和体会。 相似文献
5.
研究应用EyelinkⅡ眼动仪,选取39名数学学优生和学困生为被试,采用Posner的内源性和外源性线索实验范式,材料为1～9的阿拉伯数字(不包括5),以判断目标数字是否大于5为任务,考察内源性和外源性注意对数学优困生数字加工的影响,结果发现:(1)内源性和外源性注意条件下,数学学优生在数字比较任务中的行为反应时、凝视时间和眼跳距离均显著短于学困生;(2)内源性有效线索提示条件下,数学优困生均表现出显著的数字距离效应,但内源性无效线索提示条件下,学优生的数字距离效应显著,而学困生只有小数字距离效应显著,大数字距离效应不明显;(3)外源性有效线索提示条件下,数学优困生均表现出明显的数字距离效应,但外源性无效线索提示条件下,只有学优生表现出明显的数字距离效应,而学困生的数字距离效应不显著. 相似文献
6.
热爱、尊重学困生,注重学生非智力因素的培养,注重情感教育;从活动入手激发学困生对数学的兴趣;因材施教,改进教学方法;注意逐步培养学困生的自信心和自尊心。 相似文献
7.
李小清 《中国校外教育(理论)》2009,(8)
小学教育是基础教育,基础教育对于提高整个民族的素质有着十分重要的意义.目前,小学数学学困生现象普遍存在,因此,引起了教育界的广泛关注.本文就此问题展开探讨,从多角度提出了有效预防小学数学学困生的策略,旨在为小学数学教学实践提供一些帮助. 相似文献
8.
形象思维研究的现状与思考 总被引：2，自引：0，他引：2
形象思维研究应该成为我国 2 1世纪教育研究的一个热点问题。目前关于形象思维的研究现状是 :(1 )对形象思维概念的定义基本趋于一致 ;(2 )对发展形象思维的定义的认识视角较为宽阔 ;(3)较广泛地研究了数学教学中的形象思维 ;(4)初步对形象思维过程进行了心理分析 ;(5)初步探讨了形象思维与抽象思维、直觉思维、直观思维的关系 ;(6)零星地开展了一些形象思维的实验。但是 ,形象思维的研究现状尚不能满足教育现实及未来的需要 ,今后的研究应注意以下事项 :(1 )重视在素质教育观下结合具体学科研究形象思维 ;(2 )重视运用调查与实验方法 ;(3)重视运用多元统计方法 ;(4)重视应用计算机模拟法。 相似文献
9.
本文从注意力涣散界定出发．分析了注意力涣散的成因,提出了矫正注意力涣散型高中生数学学习困难的建议。 相似文献
10.
“注意”是人人都熟悉的一种心理现象。学生专心致志地获取知识,引起注意,学习兴趣盎然,产生探求知识的强大动力。在教学过程中,培养学生的注意力,是教学取得良好效果的重要条件。对于学习暂时落后或有厌学情绪的学困生,想象力有限,注意力易分散,因此精选有代表性的、现象明显的有神秘色彩的魔术实验,作为课堂导入,更容易激发学困生的好奇心,把他们带入化学世界。 相似文献
11.
Rosemary S. Russ 《科学教学研究杂志》2018,55(1):94-120
Although research and policy suggest science and mathematics teachers should attend to their student's thinking during instruction, our field has inadequately defined what that means in relation to our ultimate goals for the practice. Here I present a theoretical argument that, in making their definitions, researchers should leverage the ways students understand such attention by characterizing teacher attention based on the epistemological messages it sends students about the nature of knowledge and learning in the classroom. Using data collected from high school science and mathematics teachers with a new video‐capture methodology, I present an analysis of variability in epistemological messages of teacher attention to illustrate work could unfold if we as researchers took up the theoretical claims made in this work. In doing so, I endeavor to draw the construct of epistemological messages into our collective conversations about teacher attention, and provide a starting point for our field to begin debating the most productive ways to study and unpack the epistemological messages we value in that teacher attention. I conclude by demonstrating the feasibility of using these messages to distinguish the types of teacher attention our field wants to develop and encourage in teacher education. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 94–120, 2018 相似文献
12.
In the department of mathematics of the Luleå University of Technology in Sweden, a dynamic model for the education of doctoral students and guidance of supervisors in research groups has been developed and applied for several years now. Presently groups in mathematics as well as a group in mathematics education are working according to this model and treated in the same way. Moreover, both the students and the supervisors get some education and experience also in elements, which usually are not included in more traditional models for supervision in the mathematical sciences in Sweden. In this paper, we describe our model as well as some experiences of it. Moreover, the results of a questionnaire addressed to and answered by all doctoral students (both finished and still in the program) are presented, evaluated and compared with some related investigations in Sweden. We claim that the students in general are very satisfied to be supervised and guided in this way. In principle, there have been no cases of dropping out of the Ph.D. programs, students obtained their degrees within the stipulated time and the careers after the studies have been successful. We hope that this positive experience will stimulate other universities to test and evaluate our model (or relevant parts of it) under different conditions. 相似文献
13.
李祎 《陕西理工学院学报(社会科学版)》2000,(6)
在对我国数学教育的现状作了客观的分析和评价的基础上 ,指明了未来我国数学教育发展的基本走向 ,并提出改革应遵循的若干方法论原则 ,即观念转变是改革的先导 ,改革必须以理论作指导、以实验作依据 ,必须坚持整体配套一体化原则 ,在改革中应注意处理好继承和革新、普及与提高的关系 相似文献
14.
Russell D. Blyth 《PRIMUS》2015,25(3):265-278
AbstractThe author has taught an inquiry-based liberal arts mathematics class using the text “The Heart of Mathematics: An Invitation to Effective Thinking” by Edward B. Burger and Michael Starbird a total of 20 times since Spring 2001. The students in this class have almost all been in non-technical majors and many started the semester with negative or ambivalent attitudes toward mathematics based on their prior experiences. The author has gathered responses from students in this class that illustrate significant changes in their attitudes towards mathematics during the course. In particular, the responses gathered at the end of the semester are often eloquent about understanding the great ideas of mathematics that students confronted in this course and about seeing many more and varied connections between mathematics and the “real world” than they had previously realized existed. 相似文献
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16.
For nearly 50 years, leaders in American industry, military, education, and politics have focused considerable attention on STEM (science, technology, engineering, and mathematics) education. Given the increased societal demand for STEM careers, the relationships among classroom climate, self-efficacy, and achievement in undergraduate mathematics needed to be examined. A purposeful sample of college algebra instructors (n = 15), employed at public 4-year universities in various states (n = 10) across the nation, was administered the Principles of Adult Learning Scale at the beginning of the semester to assess classroom climate. At the end of the course semester, their college algebra students (n = 326) were administered the Mathematics Self-Efficacy Scale-Revised and final college algebra examinations. The results of the multi-level analysis indicated: (a) students having higher mathematics self-efficacy also had higher mathematics achievement, (b) teacher-centered classroom climates had greater mathematics self-efficacy levels, (c) classroom climate was not a significant predictor of mathematics achievement, (c) classroom climate did not moderate the relationship between mathematics self-efficacy and achievement, and (d) although boys reported higher mathematics self-efficacy than girls, gender differences were not found to exist in regard to mathematics achievement. 相似文献
17.
Research has shown that high expectations of teachers about their students’ academic development have a positive influence on how these students actually develop. Therefore, when aiming to improve students’ learning results it is essential to know how teachers think about their students’ abilities. The present study was meant to investigate what perceptions primary school teachers in special education have of their students’ potential in mathematics and what possibilities they see to reveal this potential. Data were collected through an online questionnaire. Surprisingly, the responses showed that, although the teachers teach students with low achievement scores in mathematics, most of the teachers were positive about the mathematical potential of their students. The teachers often attributed unused potential to causes outside the student and they underpinned this view with observations from school practice. The article concludes with discussing the consequences of these findings for the professional development of teachers. 相似文献
18.
Special education and subject teachers’ self‐perceived readiness to teach mathematics to low‐performing middle school students 
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下载免费PDF全文 Ulrika Ekstam Johan Korhonen Karin Linnanmäki Pirjo Aunio 《Journal of Research in Special Educational Needs》2018,18(1):59-69
Educational reforms during the last decade have led to a more inclusive environment for students with different needs and have placed demands on teachers’ readiness to instruct diverse students in the general classroom. Previous research has ascertained that student achievement is correlated with teacher quality and teachers’ efficacy beliefs. Today, basic competence in mathematics is more important than ever for managing routine day‐to‐day activities and therefore, identifying and educationally supporting students with low performance in mathematics is necessary. The aim of the study was to investigate the perceived teacher efficacy beliefs of special education and mathematics teachers when teaching mathematics to low‐performing middle school students. Results indicated that special education teachers had higher teacher efficacy beliefs than mathematics teachers. Teacher experience, certification or gender had no effect on teachers’ efficacy beliefs. Furthermore, subject teachers reported high pedagogical knowledge for teaching low‐performing students, and special education teachers reported having moderate mathematical subject knowledge. 相似文献
19.
文中通过探讨小学生在数学学科粗心现象与他们的心理因素做定性的相关性研究,从引起粗心的内部原因着手,找出根源,为更好地引导小学生学习,减少不必要的粗心做出指导.研究采用了心理学的定量研究方法,根据学生的不同人格特点和气质类型,采用＂艾森克人格问卷＂、＂粗心测验＂、＂观察力和注意力测验＂等问卷,对150名小学生进行问卷测试,结果显示学生的观察力和注意力水平,以及短时记忆方式,都对粗心有明显的影响.在统计结果的基础上提出了相应的教育对策,以消除小学生的粗心现象,提高学习成绩,发展认知能力. 相似文献
20.
This case study of a preservice secondary mathematics teacher focuses on the teacher’s beliefs about his role as mathematics
teacher. Data were collected over the final 5 months of the teacher’s university teacher education program through interviews,
written course assignments, and observations of student-teaching. Findings indicate that the preservice teacher valued classroom
roles in which students, rather than the teacher, explained traditional mathematics content. As his student-teaching internship
progressed, the teacher began to develop new roles and engaged students in additional mathematical processes. These results
emphasize the need for preservice teachers to recognize how teacher and student roles impact interrelationships between understanding
and mathematical activity, and illustrate the nature of teacher learning that can occur during an internship. 相似文献