【作者】 王丽华；

【导师】 王艳明；

【作者基本信息】 苏州大学 ， 教育（专业学位）， 2013， 硕士

【摘要】 学生数学学习的能力形成有两个方面的因素：智力因素和非智力因素。一般来说，学校教育和家庭教育都非常重视智力因素，而对非智力因素的发展关注的相对少些。由于职业学校高职班的生源主要是经过普高筛选后，未能上普高的学习成绩中等或中下等的学生。他们中的绝大部分，初中数学基础较差，没有良好的学习习惯，对数学不感兴趣，怕学习数学，讨厌数学，成绩低下。作为一名从事高职班多年数学教学的教师，以自己的经验感受和同行们的教学实际来看，不论教师怎样努力的教，学生仍以消极的态度对待数学学习，三年之后，也没学到多少知识。形成了学生数学难学，教师难教的两难境地。因此如何引导学生学习，提高数学教学的质量成了我们教师的当务之急。笔者通过对自己职业学校高职班的部分学生的非智力因素现状进行了调查和分析，主要是针对兴趣，动机、情感、意志及习惯这五个方面展开的，了解学生的心理，从而对症下药。通过分析及自己多年的教学思考，了解了学生在数学学习上的一些与非智力素质相关的问题。力求从自己的教学实践出发，结合相关学习理论知识，提出如何在高职的数学教学中培养学生的非智力因素，给出了一些可行、可操作的建议和对策。另外，也从教师的“教”，给出了一些对策和建议。这些内容在第五、第六章中进行了重点阐述。通过这些研究，并进行了为期一个多学期的实践和跟踪调查，发现确实能有效地提高所带高职班的学生数学成绩。希望笔者的这些研究能为职业教育的文化课教学尽一份力，也希望能为同行提供一些可供借鉴的经验。更多还原

【Abstract】 There are two factors that form the ability of studentmathematics learning: intellectual factor and non-intellectual factor.Generally, the school education and family education both emphasisthe intellectual factor very much, but not care of the development ofthe non-intellectual factor. Because the student of vocational schoolcame from after the choose of normal senior school, most of themhave the lower mathematics basic knowledge level, have not goodlearning habit, they are not interested in mathematics, hatemathematics and so have the poor scores in mathematics. As amathematics teacher after many years classroom teaching, felt bymyself and other colleagues teaching practice that even the teacherswork very hard, students still dislike to learn mathematics, learntquite few knowledge after three years study. The situation is that thestudent learning mathematics is very difficult and the teacher’steaching is very difficult. So the important work now is how toinstruct the student learning, enhance the quality of mathematicsteaching. Author through the investigation and analysis of thenon-intellectual factors current situation of part students invocational school, understood the some problems of studentmathematics learning causing of non-intellectual factors. For solvingthese problems, changing the situation, author through thecultivation of the student non-intellectual factors, gave somesuggestions and strategies. And from the teacher’s teaching, gavesome suggestions and strategies. Hope through these study, canenhance affectively the quality of mathematics teaching, gave somesupports for the teaching of vocational education, and hope sharedthe experiences with the colleagues.更多还原