藝術(shù)類學(xué)生的數(shù)學(xué)學(xué)習(xí)自我效能感培養(yǎng)策略的研究與實(shí)驗(yàn).pdf

1、箭辨號!!g2室一密級————UDC——編號～YUNNA＆NoR黻矗LUN薹V囂玨S薹|lI￥藝術(shù)類學(xué)生的數(shù)學(xué)學(xué)閼自我效能感培養(yǎng)策隆的研究與實(shí)驗(yàn)ArtClassStudenfsMathematicsStudies’SenseSelfefficacyRaiseStrategyResearchandExperiment學(xué)院趁堂燮陵—一專建名稱一耋疊熬耋途研究方向數(shù)堂熬直～一硒燮生姓名。。整型攀罨壘至壁圣坌!導(dǎo)獅姓名陵馥窒職稱垂夔撬2006年

2、6霆8囂AbstractTheselfefficacytheoryistheAmericanfamoussocietypsychologistBanduraAtakestheleadtopropose，itisallimportantconstituent“ofBandurasocietystudiestheorysystemStudiestheselfpotencyfeelingistheselfpotencyfeelinginthe

3、studydomainperformanceInordertodiscussiontbeselfpotencyfeelingtoartclassstudentsmathematicsstudy，wefirsttodomesticandforeignstudiestheselfpotencyfeelingaseriesofresearchresultstocarryontheconcisereview沁thefoundationcarri

4、esonthequestionnairesurveyandtheanalysisdiscoveredandStlnllnarizesartclassstudentmathematicstostudytheselfpotencyfeelinglowlytohavepsychologicalandthebehavioraspecttenorigins，theninducesisdifferentwithothernon。artclassst

5、udentsthreeaspectscharacteristics，F(xiàn)orstudiedtheselfpotencyfeelingtothiskindofstudent’smathematicstheraiseprotrudesitsvitalsignificanceandhasprovidedtherealitybasis。Weaccordingtotheartisticspecializedstudentlowmathematics

6、tostudytheselfpotencyfeelingtheoriginanalysisandmathematicsdisciplineteachingcharacteristicProposedstudiestheselfpotencyfeelingaboutartclassstudentmathematicseilghtraisesstrategies：(1)Tobuildthelaminationtoexperiencethes

7、uccessfulatmosphereraisestrat(≥gY；(2)Tostimulatethestudymotiveraisestmtegy；(3)Tocarry0nthestudystrategytrainingtheraisestrategy；(4)Promotestileselfpotencyfeelingthroughstudent’simportantotherpeopletheraisestrat(：gY；(5)Pr

8、omotestheselfpotencyfeelingthroughthehighspecializedpotencytheraisestrategy；(6)Humanitieseducationinfiltrometermathematicsteachinginraisestrategy；(7)enhancesusingthesuggestiontechnologytheselfpotencyfeelingtheraisestrate

9、gy；≤秘RealizestheraisestrategythroughtheselfadjustmentstudywhichtheselfpotencyfeelingsurmountedInthesestrategiesappliesaftertheexperimentalfactortheexperimentalstudymayinitiallyobtainthefollowingconclusion：Raiscsthestrate

10、gytheimplementation，improvedallclassstudentmathematicsstudyselfpotencyfeelingenhanced礤classstudenfsmathematicsresult，stre#I譬hened積classstudentsmathematicslearningcapability；Theraisestrategyapplication，causedtheexperiment

11、alclassstudentstostudymathematicsthemannertoOccurhasremarkablychangeddeficiently；Totestthefactortilejevolvementtheexperimentalclassstudentturnsovertobecausethewaytohavetherenrarkablechange，didnotdoevadesthedefeattoturnov

12、ertobecause，favoredtodoinghopesforSUCCESSturnsovertobecause；Taisethestrategytheapplication，theexperimentalclassstudentlsachievementgoalhashadthechange，didnotformulatetheresultgoaltograspedthegoal10theformulation；Theraise

13、strategyapplication，Causestheexperimentalclassstudent‘shighspecializedpotencyandmathematicsstudiesbetweentheselfpotencytohavethephenomenonwhichmigrates；Raisedthestrategytheimplementation，theexperimentalclassstudent’sself

14、adjustmentlearningcapabilityalsoobtainedtheenhancement；Alsotodiscoverintheteachingexperiment，raisedthestrategytheappication，thelogarithmstudymediumeffectmoreremarkabletheselfpotencyfeelingenhancementwasIargecorresponding

15、lymathematicsresultalsemarkablyenhanced。InbriefInthisresearch，Wediscovered，inteachingpracticethisspecialmathematicsstudycomnlunitywhojsartclassstudentsmathematicsstudiestheselfefficacysituationtobenotverygoodBut，afterrai

16、sestrategytraininghastheremarkableimprovementTheindicated，WeproposedandusestheraisestrategytoimprovesTheartisticspecializedstudent。smathematicstostudytileselfefficacyis是asibleandeffecliveThissthisarticlestudiesartclassst