摘要
以数学学习兴趣(I)和学习能力(J)两个指标针对高中三个年级的数学学习现状进行调查表明:1)年级因素、性别因素以及年级和性别的交叉因素对数学学习的状况非常明显的影响,年级对学习兴趣和学习能力均有显著的影响,而性别只对学习能力有影响,对学习兴趣无显著影响。2)随着年级的升高,男、女生的数学学习兴趣和学习能力都随之发生显著地变化,男生的学习兴趣和学习能力随着年级的增加而增强,因此高三男生的数学学习兴趣和能力最高;高一年级女生的学习兴趣最低,而高三女生的学习兴趣和学习能力都高于高一、高二年级。3)通过年级因素的多重比较发现,在学习兴趣方面,高二、高三无显著差别,且均高于高一;在学习能力方面,均存在非常显著的差异,且高三最高,高二次之,高一最低。
The indicators of interest and ability in mathematical learning is used to survey the mathematics learning situation in the three grades of high school. The results show that grade, gender, and grade cross gender factors have very clear impact on the situation of mathematics learning. The grade has clear impact on both interest and abili ty of mathematical learning, but gender only impacts ability of learning. With the higher grade, the interest and ability to the boys and girls change significantly. Boyg interest and ability of learning increases as the grade increases. Thus, the third year boys have the highest interest of learning. On the other hand, the interest of learning for the first year girls is the lowest and the interest of mathematical learning for the third year girls is the strongest. By multiple comparison, we find that students in grade one and grade two of high school have no clear difference in terms of interest of mathematical learning, but they are stronger than the first year students in their learning. There are clear differences among the three grades in terms of the ability of mathematical learning. Grade three is the highest, than grade two, and the grade one is the weakest.
出处
《贵州教育学院学报》
2009年第12期43-46,共4页
Journal of Guizhou Educational College(Social Science Edition)
关键词
兴趣
学习兴趣
数学学习能力
数学学习兴趣
interests
interest of learning
ability of mathematics learning
interests of mathematics learning
