初中学生心理测量的统计分析

本文用相关分析说明了〈中学生素质特点分类培养〉项目研究中所用各种心理诊断量表整体组合运用的合理性 ;用因子分析简化了测试项目的指标体系 ,选定了适当的公共主因子 ,并对公因子给予了合理的解释 ;用聚类分析依据因子得分对学生实施心理素质特点分类 ;根据学生的心理素质特点类型提出了相应的宏观培养策略     

珠心算选手培训之策略

对珠心算选手进行培训是全方位的综合培训．不只局限在珠心算技术上,也关系到其它方面。根据笔者多年的教学经验,我认为总的培训思路是：锻炼临场心理素质,重视慕本功训练,运用先进算法、技巧,实现珠心算训练目标．     

合理的转化 硬核的计算——评2019年上海高考数学第12题

笔者对2019年上海市高考数学试题第12题进行了研究,发现试题“题面”上是考查学生的函数知识,但却需要转化为解析几何的相关知识加以求解,考查了学生的合理转化意识和数学运算能力,同时考验学生沉着冷静应试的考场心理素质.试题强调对学生的逻辑推理、直观想象、数据分析、数学运算等素养的考查,突出了运用平面解析几何的方法解决数学问题和实际问题的重要性,体现了“数形结合”、“转化、化归”的数学思想.     

基于FAHP的大学生综合素质评价研究——以江西某高校为例

大学生综合素质被看作是一个学校乃至一个国家人才发展潜力和综合竞争力的体现,科学合理地评价大学生综合素质对于国家的教育发展具有重要意义.选取了14个指标,建立了基于思想道德素质、专业文化素质、实践创新素质和身体心理素质四个方面的大学生综合素质评价指标体系.在此基础上,以江西某高校为例,通过调查问卷的方式获取了大学生对于评价体系中各指标的评价数据,继而运用模糊层次分析法(FAHP)对大学生综合素质进行了定量评价分析,研究结果发现,该校大学生综合素质仍然处于中等偏上的水平,以后仍待进一步提高.     

中学生数学心理素质的培养探微

素质教育已成为我国教育的一种重要的指导思想,而数学教育作为素质教育的重要组成部分,不仅仅要向学生传授知识,更重要的是培养学生的数学心理素质及分析问题解决问题的能力.本文就如何培养中学生数学心理素质作一点试探.心理学认为,心理素质主要包括知与情两方面:知即认知,情即情感.对数学素质来说,就是数学认知与数学情感.思维是数学认知的核心.而数学情感又包括对数学的兴趣、态度及数学美的领悟、鉴赏等.由此可见,数学心理素质有两个主要构成要素:思维为核心的认知素质和情感为核心的情感素质.因此,培养中学生数学心理素质应从这两方面…     

运动水平的多元分析

对排球运动水平应用多元分析进行总体评价 ,得出运动员的运动水平主要受心理素质 ,生理机能和技术水平发挥三方面共同作用。对因子分析法提出的综合因子作回归分析 ,得出了因子之间的相关性和重要性。最后 ,结合聚类分析给出一个等级的判别方法。     

大学生数学建模障碍分析与对策

对大学生的数学建模障碍进行了分析,得出影响数学建模障碍的因素有知识、经验和能力、思维品质和心理素质等几个方面,然后针对克服这些障碍因素提出相应的对策.了解这些障碍因素,对于数学建模教学和竞赛,都有很大的帮助作用.     

谈珠心算对幼儿心理健康的作用

由于珠心算的特殊功能,珠心算对幼儿的创造力及心理素质的提高起着积极优化的作用。它不仅开启幼儿的智能,对幼儿健康的心理成长也有良好的促进作用。因此,我在珠心算教学中结合幼儿心理健康教育进行了几点尝试,收到了比较好的效果。     

谈谈中考试题对学生创新能力培养的新要求

从2001年海南省中考数学试题中,我们可以注意到该年的中考试题跟以往比较有了较大的创新。它的特点是题量减少,题目新颖,注重基础,开放性、应用性有所提高,体现了对能力考察的新要求。它要求学生必须具备良好的心理素质和认知结构,能够灵活和综合地运用基础知识和基本技能,创造性地解决问题。这种发展与变化将对初中数学教学产生很好的导向作用,更有利于落实素质教育。下面通过例子分析。 例1 甲、乙两人3次都同时到某个体米店买米。     

浮游生态系统的极限环存在唯一性与Hopf分叉

运用非线性系统理论研究了一类浮游生态系统模型,分析了平衡点的稳定性,给出并证明了系统极限环的存在唯一性条件.同时运用分支理论,对系统hopf分叉问题进行了讨论.最后,通过计算机仿真,对文中论述进行了验证.     

Proof in School Mathematics: Insights from Psychological Research into Students' Ability for Deductive Reasoning

There are currently increased efforts to make proof central to school mathematics throughout the grades. Yet, realizing this goal is challenging because it requires that students master several abilities. In this article we focus on one such ability, namely, the ability for deductive reasoning, and we review psychological research to enhance what is currently known in mathematics education research about this ability in the context of proof and to identify important directions for future research. We first offer a conceptualization of proof, which we use to delineate our focus on deductive reasoning. We then review psychological research on the development of students' ability for deductive reasoning to see what can be said about the ages at which students become able to engage in certain forms of deductive reasoning. Finally, we review two psychological theories of deductive reasoning to offer insights into cognitively guided ways to enhance students' ability for deductive reasoning in the context of proof.     

Proof in School Mathematics: Insights from Psychological Research into Students' Ability for Deductive Reasoning

There are currently increased efforts to make proof central to school mathematics throughout the grades. Yet, realizing this goal is challenging because it requires that students master several abilities. In this article we focus on one such ability, namely, the ability for deductive reasoning, and we review psychological research to enhance what is currently known in mathematics education research about this ability in the context of proof and to identify important directions for future research. We first offer a conceptualization of proof, which we use to delineate our focus on deductive reasoning. We then review psychological research on the development of students' ability for deductive reasoning to see what can be said about the ages at which students become able to engage in certain forms of deductive reasoning. Finally, we review two psychological theories of deductive reasoning to offer insights into cognitively guided ways to enhance students' ability for deductive reasoning in the context of proof.     

From the principle of bijection to the isomorphism of structures: an analysis of some teaching paradigms in discrete mathematics

This paper is concerned with the teaching of Discrete Mathematics to university undergraduate students. Two to three decades ago this course became a requirement for math and computer science students in most universities world wide. Today this course is taken by students in many other disciplines as well. The paper begins with a discussion of a few topics that we feel should be included in the syllabus for any course in Discrete Mathematics, independent of the audience. We then discuss several potential models for teaching the course, depending upon the interests and mathematical background of the audience. We also investigate various educational links with other components of the curriculum, consider pedagogical issues associated with the teaching of discrete mathematics, and discuss some logistical and psychological difficulties that must be overcome. A special emphasis is placed on the role of textbooks.     

A multidimensional approach to training mathematics students at a university: improving the efficiency through the unity of social,psychological and pedagogical aspects

The article deals with social, psychological and pedagogical aspects of teaching mathematics students at universities. The sociological portrait and the factors influencing a career choice of a mathematician have been investigated through the survey results of 198 first-year students of applied mathematics major at 27 state universities (Russia). Then, psychological characteristics of mathematics students have been examined based on scientific publications. The obtained results have allowed us to reveal pedagogical conditions and specific ways of training mathematics students in the process of their education at university. The article also contains the analysis of approaches to the development of mathematics education both in Russia and in other countries. The results may be useful for teaching students whose training requires in-depth knowledge of mathematics.     

教师课堂教学质量的对应分析

教师课堂教学质量的优劣,直接影响着学生的学习效果和人才培养的质量,关系到学校的办学水平.科学分析研究教师的课堂教学质量,优化教学过程,实现教师和学生的全面发展,对提高整个高等教育的质量意义重大.以重庆第二师范学院经济与工商管理系为例,运用对应分析方法,分析了不同教师课堂教学的现状和特点,找出了影响课堂教学质量的因素,并针对各个不同类型的教师组提出分类引导,及时改进教学工作,提高课堂教学质量的建议.     

工科高职院校大学生心理健康的统计分析

为了研究成都某工科高职院校大学生的整体心理健康水平,对测试数据进行多元统计分析,结果显示:因子得分超过2.5的心理问题检出率为33.39%,主要表现在强迫症状,人际关系敏感,抑郁.应用因子分析法对影响大学生心理健康因素进行分析,得到个人、学校、社会家庭等三个因素,结合这三个影响因素对心理健康问题加以分析,并提出改进心理健康工作的策略.     

Factors contributing to academic achievement: a Bayesian structure equation modelling study

In Iran, high school graduates enter university after taking a very difficult entrance exam called the Konkoor. Therefore, only the top-performing students are admitted by universities to continue their bachelor's education in statistics. Surprisingly, statistically, most of such students fall into the following categories: (1) do not succeed in their education despite their excellent performance on the Konkoor and in high school; (2) graduate with a grade point average (GPA) that is considerably lower than their high school GPA; (3) continue their master's education in majors other than statistics and (4) try to find jobs unrelated to statistics. This article employs the well-known and powerful statistical technique, the Bayesian structural equation modelling (SEM), to study the academic success of recent graduates who have studied statistics at Shahid Beheshti University in Iran. This research: (i) considered academic success as a latent variable, which was measured by GPA and other academic success (see below) of students in the target population; (ii) employed the Bayesian SEM, which works properly for small sample sizes and ordinal variables; (iii), which is taken from the literature, developed five main factors that affected academic success and (iv) considered several standard psychological tests and measured characteristics such as ‘self-esteem’ and ‘anxiety’. We then study the impact of such factors on the academic success of the target population. Six factors that positively impact student academic success were identified in the following order of relative impact (from greatest to least): ‘Teaching–Evaluation’, ‘Learner’, ‘Environment’, ‘Family’, ‘Curriculum’ and ‘Teaching Knowledge’. Particularly, influential variables within each factor have also been noted.     

利用线性结构方程式模型分析胃癌患者生存质量的影响因素

本文应用因子分析和线性结构方程式模型分析和探讨胃癌患者生存质量的影响因素。结果表明癌症患者的生理状态对心理状态有显著影响 ,对癌症患者的生存质量有影响的因素有 :病情、存活时间、年龄、手术情况、性别、营养状况。     

高等数学教学现状调查分析

高等学校扩大招生后,非数学专业的数学教育面临很多问题,大部分人把这些问题归结为学生质量的下降造成的,这是不公正的.教学过程是一个系统的过程,从对1995级和2005级同一份高等数学(下册)试卷的考试情况进行分析,虽然可以显现出学生的差异,但这些差异不全是学生的质量的问题,应该与教学环境、教学要求、教学方法、师资条件以及社会发展环境等相关联,同时与学生的学习兴趣、学习能力是密不可分的.调查分析这些因素对当代学生的学习和数学教学的影响程度到底有多大,是有效提高大学数学教学质量的前提.