表现性评定对数学自我效能与问题解决能力关系影响的实验研究

An Experimental Study of the Effect of Curriculum-Embedded Performance Assessment on the Relationship of Mathematical Self-Efficacy and Mathematical Problem Solving Ability

采用追踪实验研究的方式,以335名初中一年级学生为研究对象,探索课程嵌入型表现性评定对数学自我效能与数学问题解决能力之间关系的影响。结果表明:①无论是实验班还是控制班,数学自我效能及其分效能即日常生活中数学任务分效能、数学相关课程分效能、数学学业问题解决分效能均对数学问题解决能力产生显著性影响,两者在影响效果间不存在显著性差异;②实验班数学问题解决能力对数学自我效能及日常生活中数学任务分效能产生了显著影响,控制班则未产生显著影响,两者在影响效果方面具有显著性差异;③实验班、控制班的数学问题解决能力均对数学相关课程分效能、数学学业问题解决分效能产生显著影响,两者在影响效果方面不存在显著性差异。

The one-year longitudinal experimental study explored the effect of Curriculum-Embedded Performance Assessment(CEPA)on the relationship of student's self-efficacy and problem solving ability in Mathematics.335seventh graders participated the research and the results show that:1)the mathematical self-efficacy and its sub efficacies-the sub efficacy of mathematical tasks in daily life,the sub efficacy of relevant mathematical curriculum and the sub efficacy of mathematical course problem solving-had significant effect on students'mathematical problem solving ability in both the experimental and the control groups;and there was no significant difference in the effect between the two groups;2)in the experimental group,mathematical problem solving ability had significant effect on mathematical self-efficacy and the sub efficacy of mathematical tasks in daily life,while no such effect was found in the control group;and there was a significant difference in the effect between the two groups;3)the mathematical problem solving ability had significant effect on the sub efficacy of relevant mathematical curriculum and the sub efficacy of mathematical course problem solving in both the experimental and the control groups,and there was no significant difference in the effect between the two groups.