【作者】 王翠；

【导师】 王俊亮； 闫宝强；

【作者基本信息】 山东师范大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 高中阶段数学学习任务重难点多,所以对于学生自主学习能力的要求较高。然而学生在沉重的学业压力下对于自主学习能力的养成并没有过多的重视也没有较为系统的方法,这就需要采取一定的措施来提升学生的自主学习能力。对于高中数学学习来说知识点不仅具备连贯性和综合性的特点,而且在一定程度上还体现出较强抽象性和逻辑性,所以学生仅仅是上课能听懂听完会做题是不够的,往往借助于常用的数学笔记来培养学生的多种学习能力,当然包括自主学习能力的培养。要想通过数学笔记来培养学生的自主学习能力,首先要研究的就是不同数学笔记策略与自主学习能力的相关性,有针对性的利用数学笔记策略来培养学生的自主学习能力。基于以上原因本研究首先对数学笔记策略以及自主学习能力进行概念界定。然后从定量的角度采用问卷的方式对高一学生的数学笔记和自主学习能力情况进行调查,利用箱线图对前后测的结果进行初步分析并通过SPSS17.0对笔记策略分量表与自主学习能力的相关性展开研究得出笔记策略分量表与自主学习能力的关系模型。同时为保证问卷数据的有效性,从定性的角度选取个案代表进行调查,主要从学案、课本以及笔记本的记录情况展开研究,研究方法主要分为横向研究和纵向研究,横向上对自主学习能力程度不同的学生所用笔记策略展开对比研究,纵向上对同一个学生不同时期所用笔记策略展开对比研究,关于笔记策略的研究主要从补充知识点,错误原因,思想方法,变式变题,解题思路,解题过程,标记符号,不同颜色笔进行标记以及题目分析等多方面展开。通过定性和定量的研究发现:有效数学笔记策略的使用与自主学习能力具有显著的正相关;自主学习能力处于不同程度的学生在笔记策略上的表现不同;笔记策略的不同层面与自主学习能力具备一定的相关性排序。根据结论从教师和学生两个层面提出建议,希望让学生充分认识数学学科的特点,掌握高中数学笔记的方法和技术,通过有效的笔记策略最终促进自主学习能力的提升。教师层面:日常教学中向学生渗透正向的笔记价值观;指导学生先掌握多种策略再灵活运用;针对笔记策略不同层面提升学生自主学习能力;采取榜样学习法和交流讨论法提升笔记策略。学生层面:针对自身特点灵活改变笔记策略、充分利用多种资源提升数学笔记策略。更多还原

【Abstract】 Senior middle school mathematics learning tasks are heavy and difficult,so students have higher requirements for autonomous learning ability.However,under heavy academic pressure,students have not paid much attention to the development of autonomous learning ability,and there is no more systematic method.Certain measures need to be taken to improve students’ autonomous learning ability.For mathematics learning,the knowledge points not only have the characteristics of coherence and comprehensiveness,but also reflect a certain degree of abstraction and logic to a certain extent.Therefore,students understand lessons and do the questions well is not enough.Usually,effective mathematical note-taking strategies can be combined to cultivate students’ multiple learning abilities,including the cultivation of autonomous learning ability.choosing effective mathematics note-taking strategies requires starting with the correlation between mathematical note-taking strategies and autonomous learning ability.Targeted use of mathematics note-taking strategies to develop students’ autonomous learning ability.Based on the above reasons.Firstly,the study defines the concepts of mathematical note-taking strategies and autonomous learning ability.Then from a quantitative perspective,questionnaires were used to investigate the mathematics notes and autonomous learning ability of senior high school students,and box plots were used to make a preliminary analysis about the results of the pre-test and post-test.Through SPSS17.0,the correlation between the note strategy subscale and the autonomous learning ability was studied and the relationship model between the note strategy subscale and the autonomous learning ability was obtained.At the same time,in order to ensure the validity of the questionnaire data,case representative is selected for investigation from a qualitative perspective.The research is mainly based on the record of the study case,textbooks and notebooks.The research methods are mainly divided into horizontal research and vertical research.Contrast research is made on students with note-taking strategies at different levels.Contrast studies are made vertically on note strategies used by the same student in different periods.The research on note-taking strategies is mainly from supplementary knowledge points,reasons for errors,thinking methods,variants,problem-solving ideas,problem-solving processes,marker symbols,marking with different colored pens,and problem analysis.Through qualitative and quantitative research,it is found that the use of effective note-taking strategies has a significant positive correlation with autonomous learning ability;Students with different levels of autonomous learning ability have different performances in note-taking strategies;Different levels of note-taking strategies and autonomous learning ability Sorted by relevance.Based on the conclusions,I put forward suggestions from both teachers and students.I hope that students will fully understand the characteristics of mathematics,and master the strategies,methods and techniques of senior middle school mathematics notes.Ultimately,promote the improvement of autonomous learning ability through effective note-taking strategies.Teacher level:Introduce positive note-taking values to students in daily teaching;Instruct students to master multiple strategies before using them flexibly;Improve students’ autonomous learning ability for different levels of note-taking strategies;Adopt example learning methods and communication and discussion methods to improve note-taking strategies.Student level: flexibly change note-taking strategies based on their own characteristic,and make full use of multiple resources to improve mathematical note-taking strategies.更多还原