初中数优生、数困生的数学学习投入研究

On the Involvement in Mathematics Learning by Mathematically Gifted or Mathematically Disabled Junior High School Students

通过对208名初中数优生、数困生的问卷调查,考察两类初中生数学学习投入的特点及其影响因素。结果表明:(1)数困生的数学学习投入显著低于数优生;数优生与数困生的数学学习投入有不同的变化趋势:数优生的学习投入一直维持在较高水平,而数困生的学习投入随年级的升高在逐渐下降;数困生的情感投入水平比认知投入、行为投入更低;数学学习投入的性别差异不显著。(2)社会支持、数学观和数学自我效能感对数优生、数困生的数学学习投入均具有显著影响;社会支持对数学学习投入既具有直接影响,同时也具有间接影响;数学观和数学自我效能感在社会支持和数学学习投入之间起着中介作用。

This article aims to explore the characteristics of the students＇ involvement in mathematics learning, as well as relevant factors, by using a questionnaire to test 208 mathematically gifted and mathematically disabled junior high school students. The results show the following： （1） The mathematically gifted students show significantly deeper involvement in mathematics learning; the disabled students show less involvement in mathematics learning in higher grades; the mathematically disabled students show less emotional involvement than cognitive or behavioral involvement; and there is no significant gender difference in the two groups of students＇ involvement in mathematics learning. （2） Social support, the view of mathematics, and the self-efficacy in mathematics have a significant effect on the students＇ involvement in mathematics learning; social support has both a direct and indirect influence on the students＇ involvement in mathematics learning; the view of mathematics and the self-efficacy in mathematics play a mediating role in the relationship between social support and the students＇ involvement in mathematics learning.