【摘要】 成长型思维理论通过调动学生的学习动机,培养学生成长型思维,进而促进学生全面成长与发展。该理论为促进学生学业发展提供了新的视角和方向,对提升民族地区基础教育质量具有借鉴意义。本文结合已有研究,梳理成长型思维与固定型思维的内涵,成长型思维对学生的学习策略、学业成绩的积极影响;分析培养学生成长型思维的可行性,并从家长和教师两个层面分析成长型思维培养的主要策略。在此基础上,结合民族地区数学教学中对学生失败的归因、教师教学策略、表扬方式等方面存在的问题,探讨成长型思维理论对民族地区数学教育质量提升的启示:(1)基于成长型思维理论开展数学教师培训项目,变革数学教师的观念与认识;(2)基于成长型思维理论,开展民族地区数学课堂教学变革。最后,本研究提出展望,希望在民族地区开展学生成长型思维培养的干预实验研究,以成长型思维的培养为突破口,促进民族地区数学教育的发展。更多还原

【Abstract】 Growth mindset can arouse students’ learning motivation,cultivate students’ growth-oriented thinking,and then promote students’ all-round growth and development. This theory provides a new perspective and direction for promoting students’ academic development,and has reference significance for improving the quality of basic education in ethnic minority areas. This paper first outlines the conceptual meaning of growth mindset,its positive influences on students’ learning strategies and academic achievements.It also discusses the strategies of developing students’ growth mindset in schools,classrooms and home. Then,on this basis,combined with the problems of students’ failure attribution,teachers’ teaching strategies and praise methods in mathematics teaching in ethnic minority areas,this paper discusses the enlightenment of growth thinking theory to the improvement of mathematics education quality in ethnic areas:(1)to carry out mathematics teacher training programs based on growth-oriented thinking theory and change mathematics teachers’ concepts and comprehension;(2)Based on the growth thinking theory,carry out the reform of mathematics classroom teaching in ethnic areas. Lastly,this paper proposes an experimental research design on the intervention of cultivating students’ growth thinking in ethnic minority areas,expecting that the development of mathematics education in ethnic areas will be promoted by taking the cultivation of growth mindset as a breakthrough.更多还原