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对北京市C区的六所小学2349名学生的学生方式进行实证研究,探讨四种不同自主学习方式(教师指导型、材料辅助型、独立自学型、自学讨论型)影响下小学生数学成绩及成绩巩固性的差异。研究发现:不同自主学习方式影响下学生的数学总成绩存在显著差异;自主学习方式对成绩及成绩的巩固情况的影响在不同认知水平、不同年级的学生中呈现不同特点;在没有教师教的情况下,学生成绩低4.207分。研究建议小学数学教学要给予学生自主学习的时空与机会,要加强教师指导的针对性,要促进学生综合运用多种学习方式,要关注不同年级之间的差异。
This study conducts an empirical study of 2349 students from six primary schools in Beijing’s C district and explores the achievement and achievement of pupils under the influence of four different types of autonomous learning (teacher-directed, material-assisted, independent self-learning and self-learning) Consolidation differences. The results show that there are significant differences in the total scores of maths under the influence of different autonomous learning styles. The influence of autonomous learning on the consolidation of grades and grades shows different characteristics among students with different levels of cognition and grades. In the absence of teachers In the case, the student score is 4.207 points lower. The research suggests that primary school mathematics teaching should give students time and space and opportunities for independent study, strengthen the pertinence of teachers’ guidance, promote students to comprehensively use various learning methods, and pay attention to the differences among different grades.