摘要
数学学习投入是指学生在数学学习过程中,采取深度学习策略和元认知策略,积极参与课内外数学学业活动,与他人结成深度交往关系,并伴随着积极的情感体验的一种学习活动。以"认知投入—情感投入—行为投入"结构为数学学习投入的测量框架,采取已有的成熟量表调查武汉市两所小学四、五年级共424名小学生的数学学习投入状况,研究发现:小学生数学学习投入总体状况较好,但在各维度和指标上的发展水平不均衡;数学学习行为投入得分最高,认知投入得分最低;性别和年级上差异显著,男生的数学学习投入度高于女生;家庭、学校、班级、教师、同伴等社会性因素影响小学生的数学学习投入水平。为此,学校、家长、教师应协作支持学生的数学学习,认识学习投入各维度和指标的重要性,消弭男女生数学学习的性别偏见、性别定势和班级差异,判定和反思小学生目前数学学习投入的类别,弥补学习投入类别的短板。
Taking the structure of“cognitive engagement-emotional engagement-behavioral engagement”as the measurement framework for mathematics academic engagement,the existing maturity scale was used to investigate the mathematics academic engagement of 424 primary school students in the fourth and fifth grades of two primary schools in Wuhan.The results show that the overall situation of primary school students’mathematics academic engagement is good,but the development level of each dimension and index is imbalanced;the mathematics behavior engagement score is the highest,the cognitive engagement score is the lowest.The gender and grade level are significantly different in mathematics academic engagement:the boy’s is higher than girl’s and social factors such as family,school,class,teachers and peers also affect the level of mathematics academic engagement of primary school students.Therefore,schools,parents and teachers should collaborate to support students’mathematics learning,recognize the importance of each dimension and index in academic engagement.They also should eliminate gender bias,gender stereotypes,and class differences in mathematics learning between boys and girls,and judge and reflect on current engagement categories of primary school students’mathematics learning and makes up for the shortcomings.
出处
《教育测量与评价》
2019年第2期48-55,共8页
Educational Measurement and Evaluation
基金
中国国家留学基金管理委员会2018年国家建设高水平大学公派研究生项目(留金发[2018]3101号)资助
关键词
学习投入
小学生
数学
实证研究
测评
academic engagement
primary school students
mathematics
empirical study
evaluation
