摘要
以《高中生数学非智力特征调查问卷》为调查工具,采用分层抽样法,对天津市1 065名高中生进行问卷调查。根据调查所得数据,利用原始分数正态化法与公式"T=50+10×Z",建立天津市高中生数学学习非智力特征及其主维度策略常模,再结合6σ原则确定对应常模的水平等级标准。研究所构建的天津市高中生数学学习非智力特征常模及其水平等级标准,进一步拓展了高中生数学学习非智力特征的实践研究,为指定区域高中生的数学学习非智力特征的评价提供了标尺。五个主维度的常模与水平等级标准,将为教师更为细致地诊断高中生的数学学习非智力特征水平提供一定帮助。
With the High School Students＇ Non -intelligence Factor Questionnaire and stratified sampling method ,a questionnaire survey was conducted among 1065 high school students in Tianjin. Based on the data, we construct a norm of high school students＇ mathematics learning non - intelligence factor in Tianjin and five sub - dimensional norms by utilizing raw score normalization method and formula ＂T =50 ＋ 10 × Z＂. And then, we get a level standard by utilizing 6σ principle. The outcome develops the practice research of high school students＇ non -intelligence factors in mathematics learning and makes a scale for its evaluation. The five sub -dimensional norms can help teachers to diagnose students ＇ non -intelligence factors in mathematics learning carefully.
出处
《天津师范大学学报（基础教育版）》
2017年第3期50-59,共10页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
天津市哲学社会科学规划重点项目"立德树人背景下中学生学科核心素养测评--以语数外为例"(TJJX16-007)
关键词
高中生
数学学习
非智力因素
常模
评价标准
senior high school students
mathematics learning
non - intelligence factor
norm
evaluationcriterion
