学校指导支持和数学话语反技能的成长:三波纵向调解研究
Yekun Liu1, Mohong Wu2, Juncheng Guo3
1School of Physics and Information Engineering, Cangzhou Normal University, Cangzhou, Hebei, China.
Frontiers in psychology
|January 23, 2026
概括
学校指导支持可以提高学生的数学话语反能力. 这通过提高自我效能和反素养行为来实现,突出了对学术成长有结构性的支持的重要性.
科学领域:
- 教育心理学教育心理学
- 学习科学 学习科学
- 数学教育教育 数学教育
背景情况:
- 有效的反要求学生解释信息,证明推理,监测进度,诊断错误和修改工作.
- 课堂对话对于培养反素养和提高学习成果至关重要.
- 学校指导支持在培养这些反技能的作用需要进一步研究.
研究的目的:
- 调查学校指导支持是否有助于高中学生发展数学话语反技巧.
- 检查引导支持和反技能之间的关系背后的动机和行为机制.
主要方法:
- 一项涉及中国高中学生的三波纵向研究.
- 评估学校指导支持 (T1),重大决策自我效能 (T2),反识字行为 (T3) 和数学话语反技能 (所有波).
- 使用结构方程建模,控制共变量和处理缺失数据的分析,以最大可能获得完整信息.
主要成果:
- 学校指导支持直接预测数学话语反技巧.
- 通过主要决策自我效能和反素养行为观察到间接影响.
- 证实了从指导支持到自我效能,再到反识字行为,再到反技能的连续途径.
结论:
- 学校指导支持通过动机和行为途径积极影响数学话语反技能.
- 结果整合了社会认知,反素养和自我调节的学习理论.
- 对中学的建议包括加强自我效能,提供反机会和评估修订技巧.
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