24230.高中生運(yùn)用數(shù)學(xué)學(xué)習(xí)策略現(xiàn)狀的調(diào)查與分析

1、嬲㈣緲?！?心1t“q：10271)分類母上驂腳范大墨碩士專業(yè)學(xué)位論文高中生運(yùn)用數(shù)學(xué)學(xué)習(xí)策略現(xiàn)狀的調(diào)查與分析學(xué)院：熬理堂瞌專業(yè)學(xué)位類別：塾直亟專業(yè)領(lǐng)域：堂登麴塋I數(shù)堂2研究生姓名：三國(guó)蕉指導(dǎo)教師：張焦堊完成日期：2Q!Z生2旦29旦AbstractShanghaiNormalUniversityMaster／DoctorofPhilosophyAbstractTheU11itedNationsEducationalScientifica

2、ndCulturalOrganization(UNESCO)“TheInternationalCommissiononEducationinthe21“century”hasput’inthecorestatusoftheEducationinthe21吼centuryinareportissuedinApril1999LearningtheTreasureWi蛐’Thestudyoflearningstrategies，whichha

3、sgreattheoreticalguidingsignificanceandpracticalsignificance，hasbecomeatopissueamongthehottestissuesinEducationPsychologyfrombotllabroadandathome111isarticleisbasedonthisbackgroundItfocusesontheresearchandanalysisofthele

4、arningstrategiesofmathematicsamonghighschoolstudentsnemaincontentofthisthesisis：Inthefirstchapter，itproposesthesignificanceofstudyingmathematics’learningstrategiesandtheresearchsituationofmathematics’learningstrategiesIt

5、alsomadedeeperthinkingoffurtherresearchInthesecondchapter，itfocusesonthediscussionandstudyingoftheresearchofmathematics’learningstrategiesanddefmestheconnotationofmathematics’learningstrategiesItcategorizesthestructureso

6、fmathematics’leamingstrategiesintomathematicalcognitivestrategies，metacognitionstrategyofmathematics，mathematicsresourcemanagementstrategiesbasedontheanalysisofthecompositionsincludedinlearningstrategieswhichWasdonebyMar

7、kkanenThethirdchapteristheillustrationofthedesignoftheresearchwhichillustratesthepurposeoftheresearcll，themainmethodappliedintheresearch，toolsusedinthesurveyandthesurveyrespondentIthasdevelopedaquestionnairesurveyamongth

8、estudentsinseniorhighschoolinthesixseniorhi曲schoolsinSongJiangDistrictandhasgotfast—handdataofthemathematicslearningstrategiesamongseniorhighschoolstudentsThefourthchapterisdevelopedfromthefollowingaspectsthroughanalyzin

9、gandstudyingtheresultofthequestionnaires：investigationofthedifferencesofmathlearningstrategiesamongthefourgroups；relatedanalysisonmathlearningstrategiesandmathachievements；thelevelsofmathlearningstrategiesandtheirinfluen

10、cesonmathachievementsInchapterfive，itdrawconclusionasfollowing：(1)Afteranalyzingthevarianteofmathematicslearningstrategiesbetweenmalesandfemales，thelevelofoverallmathematicslearningstrategieshasnothingtodowithgenders(2)S