初中生数学焦虑的调查及其调控研究

A Survey and Adjustment Research about Math Anxiety of Junior Middle School Students

数学焦虑既是心理科学研究的对象,又与教育、教学,特别是学科教学密切相关。本文调查发现:部分初中生存在过度的数学焦虑,并且在年级、性别等维度上具有明显差异;教师的评价方式、课堂气氛、数学考试是形成数学焦虑的主要原因。运用三条教学策略的实验研究表明,数学焦虑是可以调控的,而且数学焦虑的缓解对学生数学成绩的提高有一定的促进作用。

Math anxiety, one of the studying objects of psychological science, has a close relation with education, instruction, and especially instruction of subjects. The survey showed that some junior middle school students had extreme math anxiety and there were significant differences in grades, sex, and so on. The author also found that the main causes of math anxiety were teachers＇ evaluation styles, classroom atmosphere and mathematics tests. The results of the quasi-experiment by means of three instruction strategies proved that students＇ math anxiety was controllable and the alleviation of math anxiety is advantageous to the improvement of students＇ mathematics achievement.