10752.高中不同數(shù)學(xué)學(xué)習(xí)成績學(xué)生的學(xué)習(xí)策略調(diào)查研究

1、學(xué)位論文獨創(chuàng)性聲明本人鄭重聲明：所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關(guān)材料均是真實的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名：吃』者，毳日飆加蛑叫日學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子

2、和紙質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部內(nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀矣嘘P(guān)機(jī)關(guān)或機(jī)構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)一保密論文注釋：本學(xué)位論文屬于保密論文，密級：么進(jìn)保密期限為——年。學(xué)位論文作者簽名：捉，鑫裊指導(dǎo)教師簽名：學(xué)位論文作者簽名：柏0笨己鞏指導(dǎo)教師簽名：日飆喲圳P飆小卜／AbstractLearningiseveryoneimpor

3、tanttaskfacingthelifelongdevelopmentRapidexpansioninthe21stcenturyisaninformationsocietyhowtoefficientlearninghasbecometheeducationincreasinglyconcernedtopicClearlyputforwardanewroundofcurriculumreform，changethetradition

4、alwayoflearning，promotestudents’activestudvwaydevelopingthestudents’abilityoffive，cultivatethestudents’learningabilityletsthestudentasthemainbodyoflearning，studentswilllearnItisinthisbackground，thisarticlethroughtothepoo

5、rstudentmathematicslearningstrategyandlearningeugenicssurveyunderstandthepoorstudentofmathematicallearningstrategyandlearningeugenicsgap，aimstoguideeducationpracticeLearningstrategiesinteasingoutthedomesticandforeignrela

6、tedresearch，basedonthereferenceanddrawlessonsfromalargenumberofrelevantlearningstrategiesquestionnaire，andcombiningwiththecharacteristicsofhighschoolstudentsactuallylearningandcompiledinthehighschoolmathematicsleamingstr

7、ategiesquestionnaireDividedintothreedimensions，namelymetacognitivestrategy，cognitivestrategy，resourcemanagementstrategiesAfourstarhighschoolinnanjinghighandhighschoolstudentshascarriedonthequestionnairesurveyuntheresults

8、oftheinvestigationteachingSuggestionsareputforwardResearchconclusions：1Highschoolstudentsusingmathematicslearningstrategylevelisnothigh2Learningeugenicsandthepoorstudenthassignificantdifferencesintheuseoflearningstrategi

9、es，especiallyinthemetacognitivestrategyandcognitivestrategydiffbrencesoftwodistinct，characterizedbypoorstudentthanlearningeugemcsISpoorNoobviousdifferenceandresourcemanagementstrategies3Thepoorstudentinlearningstrategyan

10、dlearninghealthybirth11isafactorinplanning，monitoring，regulation，reflection，finishmachining，organizing，retelling，hardmanagementexistsignificantdifferencesineightaspects，Inthetimemanagement，learningenvironment，seekotherss

11、upporttherewasnosignificantdifferenceinthethreefactors，performanceforpoorstudentthanlearningeugemcsISpoor4ImprovethehighschoolmathematicslearningstrategyteachingSuggestions：(1)toimprovehighschoolstudentsusemetacognitives