渭南师范学院学报
渭南師範學院學報
위남사범학원학보
JOURNAL OF WEINAN TEACHERS COLLEGE
2015年
10期
46-50
,共5页
知识难度%课堂学业情绪%学业成就%自然实验
知識難度%課堂學業情緒%學業成就%自然實驗
지식난도%과당학업정서%학업성취%자연실험
knowledge difficulty%classroom academic emotion%academic achievement%natural experiment
选取206名五年级学生为对象，采用自然实验法，探讨知识难度对小学生数学课堂学业情绪的影响。结果表明：（1）课堂知识难度对学生的兴奋、焦虑、紧张、羞愧等学业情绪存在显著影响，随着知识难度的升高，学生的兴奋随之升高，而焦虑、紧张、羞愧随之降低；（2）在不同知识难度课堂上，中成就组学生的学业情绪变化最为明显和广泛；（3）不同知识难度课堂上，高成就组学生的喜欢和轻松等情绪存在显著差异；中成就组学生的高兴、兴奋、困惑、焦虑、生气、紧张、无聊等情绪存在显著差异；低成就组学生的羞愧等情绪存在显著差异。
選取206名五年級學生為對象，採用自然實驗法，探討知識難度對小學生數學課堂學業情緒的影響。結果錶明：（1）課堂知識難度對學生的興奮、焦慮、緊張、羞愧等學業情緒存在顯著影響，隨著知識難度的升高，學生的興奮隨之升高，而焦慮、緊張、羞愧隨之降低；（2）在不同知識難度課堂上，中成就組學生的學業情緒變化最為明顯和廣汎；（3）不同知識難度課堂上，高成就組學生的喜歡和輕鬆等情緒存在顯著差異；中成就組學生的高興、興奮、睏惑、焦慮、生氣、緊張、無聊等情緒存在顯著差異；低成就組學生的羞愧等情緒存在顯著差異。
선취206명오년급학생위대상，채용자연실험법，탐토지식난도대소학생수학과당학업정서적영향。결과표명：（1）과당지식난도대학생적흥강、초필、긴장、수괴등학업정서존재현저영향，수착지식난도적승고，학생적흥강수지승고，이초필、긴장、수괴수지강저；（2）재불동지식난도과당상，중성취조학생적학업정서변화최위명현화엄범；（3）불동지식난도과당상，고성취조학생적희환화경송등정서존재현저차이；중성취조학생적고흥、흥강、곤혹、초필、생기、긴장、무료등정서존재현저차이；저성취조학생적수괴등정서존재현저차이。
206 fifth-graders are selected as subjects, with natural experiment, to investigate the effects of primary mathematics classroom knowledge difficulty on academic emotions. The results indicate the followings. First, the knowledge difficulty has a signif?icant impact on students’ math classroom academic emotions, such as, excitement, anxiety, tension and shame. With knowledge difficulty increasing, the students become more excited, while less anxious, tense and shame. Secondly in different knowledge diffi?culty class, the medium-academic-achievement students’ academic emotions has the most obvious and wide change. Thirdly in dif?ferent knowledge difficulty class, the high-academic-achievement students have significant difference on joy and relief;the medium-academic-achievement students have significant difference on joy, excitement, confusion, anxiety, nervous and boredom;the low-academic-achievement students have significant difference on shame.
