日本初中生对数学课程单元的态度评估

Tomoko Nishikawa, G. Izuta
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引用次数: 2

摘要

本文研究了日本初中生对数学课程单元学习的感受评价。为了达到这一目的,我们调查了一所典型公立学校的616名初中生对这些课程单元的感受,并进行了两步分析。第一部分包括李克特量表类型调查的表格,从1(“不擅长”)到5(“擅长”)的5个等级的评估,旨在评估他们对学习数学的总体感受,作为他们教育活动的一部分。接下来,我们只调查了回答“没问题”的学生。事实上,这些学生总共有181人,其中一年级44人,二年级75人,三年级63人。现在,我们严格关注这些学生,对他们对课程单元的感受进行了对应分析。根据这种对应分析讨论了结果,这清楚地表明,尽管学生对学习数学科目没有感到阻力,但他们对特定单元的学习有“擅长”和“不擅长”的感觉,与性别无关。在本文中,我们详细讨论了这些发现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assessing the Attitudes of Japanese Junior High School Students towards Course Units of Mathematics
This article is concerned with the assessment of feelings that Japanese junior high school students have towards unit learning of mathematics courses. To accomplish this purpose, 616 junior high school students of a typical public school were surveyed regarding their feelings towards these course units and a two-step analysis was carried out. The first part consisted of the tabulation of Likert scale type survey with 5 levels of evaluation from 1 (‘not good at’) through 5 (‘good at’) aimed to evaluate their feelings towards learning mathematics in general as part of their educational activity. Next, we looked only into the students who responded ‘no problem’. As a matter of fact, these respondents accounted for 181 students in all with 44 of them in first year, 75 in second year, and 63 in third year. Now focusing strictly on these students, we performed a correspondence analysis of their feelings towards the course units. The results are discussed in terms of this correspondence analysis, which made it clear that despite the fact that the students do not feel resistance towards learning the subjects of mathematics, they have ‘good at’ and ‘not good at’ feelings towards particular unit learning independent of the gender. In the paper, we discussed these findings in detail.
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