黔南水族地区高中学生数学逆商水平调查研究
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摘要
数学逆商作为学生学习过程中的一种非智力因素,在学生数学学习中起到很重要的作用.选取黔南水族地区部分高中学生作为样本,以改进后的数学逆商量表为工具,对高中学生数学逆商做了测量.从数学控制、数学归属、数学影响、数学延伸这4个维度出发,分析了数学逆商随年级变化趋势,不同年级学生的性别差异、民族差异,以及逆商各维度、成绩、逆商总和之间的相关性.得出数学逆商具有显著的性别差异和民族差异,数学逆商与数学成绩具有显著的相关性的结论.
The Mathematics Adversity Quotient was a kind of non-intellectual factor in the student learning process, which played an important role in the students' mathematics learning. The author took a sample of some high school students in the national area of Qiannan Shui nationality area, and made a measure of the math inverse quotient of high school students. Analyze the trend of math adversary with the change of grade, the gender difference of different grade students, the national differences, and the correlation between each dimension of adversarial quotient, the scores and the sum of adversaries from mathematics, mathematics, mathematics, mathematics extension of these four dimensions. It was concluded that the inverse quotient of mathematics had significant gender difference and national difference.
The Mathematics Adversity Quotient was a kind of non-intellectual factor in the student learning process, which played an important role in the students' mathematics learning. The author took a sample of some high school students in the national area of Qiannan Shui nationality area, and made a measure of the math inverse quotient of high school students. Analyze the trend of math adversary with the change of grade, the gender difference of different grade students, the national differences, and the correlation between each dimension of adversarial quotient, the scores and the sum of adversaries from mathematics, mathematics, mathematics, mathematics extension of these four dimensions. It was concluded that the inverse quotient of mathematics had significant gender difference and national difference.
引文
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[13]曹春艳,张定强,丁亥复赛.民族地区初中生数学逆商的调查与分析——以甘南藏族自治州藏汉初中生数学逆商的比较为例[J].数学教育学报,2015,24(2):50-53.
[14]朱桂凤.慢教育语境下数学逆商的培养[J].教学与管理,2016(3):45-47.
[15] MZ Z A, RISNAWATI, KURNIATI A, et al. Adversity quotient in mathematics learning(quantitative study on students boarding school in Pekanbaru)[J]. International Journal on Emerging Mathematics Education, 2017(2):169-176.
[16]杜宵丰,刘坚.八年级学生“数学兴趣”“数学自我效能感”“学习坚持性”与“数学成就”的关系研究[J].数学教育学报,2017,26(2):29-34.
[17]周超.八年级学生数学认知水平的性别差异[J].数学教育学报,2011,20(3):59-62.
[18]王立东,郭衎,孟梦.认知诊断理论在数学教育评价中的应用[J].数学教育学报,2016,25(6):15-19.
[19]费艳颖,田虹.少数民族文化与现代文化的共生性路径[J].贵州民族研究,2017,38(7):96-99.
[20]武小鹏,张怡.基于FIAS的高中数学课堂教学比较研究——以2014年全国数学教育研究会两节观摩研讨课为例[J].数学教育学报,2015,24(5):87-91.
[2] PAUL G S. Adversity quotient:Turning obstacles into opportunities[J]. Canadian Manager, 1997(2):31, 37-41.
[3] PHOOLKA, SHIVINDER ER, NAVJOT K. Adversity quotient:A new paradigm to explore[J]. Contemporary Business Studies, 2012(3):67-78.
[4] STOLTZ P G. Building resilience for uncertain times[J]. Leader to Leader, 2004(31):16-20.
[5] WILEY J, STOLTZ P G. The adversity response profile[M]. California:Peak, 2000:245.
[6] KANJANA KAROON J. Relationship between adversity quotient and self-empowerment of students in schools under the jurisdiction of the office of the basic education commission[J]. International Journal of Learning, 2011(18):349-360.
[7] PETERSON C, MAIER S F, SELIGMAN M. Learned helplessness:A theory for the age of personal control[M]. London, UK:Oxford University Press, 1993:359.
[8] MADDI S R, KOBASA S C. The development of hardiness[M]//MONAT A, LAZARUS R S. Stress and coping:An anthology. 3rd ed. New York:Columbia University Press, 1991:245-257.
[9] LEFCOURT H M. Durability of impact of the locus of control construct[J]. Psychological Bulletin, 1992(112):411-414.
[10] ABRAMSON L Y, ALLOY L B, HOGAN M E, et al. Cognitive vulnerability to depression:Theory and evidence[M]//LEAHY R L, DOWD E T. Clinical advances in cognitive psychotherapy:Theory and application. New York:Springer,2002:75-92.
[11]皇甫倩,王后雄.积极心理学视角探索学生工作新思路[J].教育科学研究,2015(8):48-54.
[12]曹春艳,张定强.初中生数学逆商的调查与分析——基于数学考试成绩、数学考试焦虑维度[J].数学教育学报,2012,21(4):23-25.
[13]曹春艳,张定强,丁亥复赛.民族地区初中生数学逆商的调查与分析——以甘南藏族自治州藏汉初中生数学逆商的比较为例[J].数学教育学报,2015,24(2):50-53.
[14]朱桂凤.慢教育语境下数学逆商的培养[J].教学与管理,2016(3):45-47.
[15] MZ Z A, RISNAWATI, KURNIATI A, et al. Adversity quotient in mathematics learning(quantitative study on students boarding school in Pekanbaru)[J]. International Journal on Emerging Mathematics Education, 2017(2):169-176.
[16]杜宵丰,刘坚.八年级学生“数学兴趣”“数学自我效能感”“学习坚持性”与“数学成就”的关系研究[J].数学教育学报,2017,26(2):29-34.
[17]周超.八年级学生数学认知水平的性别差异[J].数学教育学报,2011,20(3):59-62.
[18]王立东,郭衎,孟梦.认知诊断理论在数学教育评价中的应用[J].数学教育学报,2016,25(6):15-19.
[19]费艳颖,田虹.少数民族文化与现代文化的共生性路径[J].贵州民族研究,2017,38(7):96-99.
[20]武小鹏,张怡.基于FIAS的高中数学课堂教学比较研究——以2014年全国数学教育研究会两节观摩研讨课为例[J].数学教育学报,2015,24(5):87-91.