初中生数学学习情感的调查研究

Investigation Report on Mathematics Study Sentiments of Junior Middle School Students

利用数学学习情感调查问卷对初一学生数学学习情感的6个维度进行调查．发现：在自信心维度方面，除了不及格与及格等级之间均值的差异不显著外，其他各成绩等级之间都存在显著差异．在成功态度维度上，除了良好与优秀等级之间差异不显著外，其他各成绩等级之间都存在显著差异．在父母态度维度上，只有不及格生与其他各等级学生的父母态度有显著差异．在对数学用处的认识上，形成两极，不及格、及格等级与良好、优秀等级之间存在显著差异，但不及格与及格、良好与优秀等级之问差异不显著．在数学焦虑维度上，各成绩等级学生之间数学学习焦虑程度都存在显著差异，数学学习成绩等级越低，数学学习的焦虑程度就越高．与自信心维度类似，在数学学习的内在动机维度上，除不及格生与及格生的内在动机差异不显著外，他们与其他各等级之间都存在显著差异．

A research on six dimensions of Junior 1 students＇ mathematics learning emotion has been done by using questionnaires concerning about the students＇ mathematics learning emotion. It reveals： On the dimension of self-confidence, there is distinct difference among the grades of learning results, except the difference of the average value of a pass and a fail appearing indistinct; On the dimension of the successful attitude, there is indistinct difference between the good or excellent grades, but the rest of all grades appear obviously visible; On the dimension of parents＇ attitude, there is only distinct different attitude between the parents of students who either fail or achieve in their studies; There are two distinct different understanding about the usage of mathematics between the pass or the fail grade and the good or the excellent grade. But between the pass and the fail grades or between the good and excellent grades the differences are obviously visible; On the dimension of the students＇ anxiety in mathematics leaming, the higher the anxiety is, the lower grade would be achieved; On the dimension of internal motivation, we see distinct difference between the pass or fail grade and the rest of the grades.