高校數(shù)學(xué)專業(yè)學(xué)生對(duì)所學(xué)專業(yè)適應(yīng)度分析

摘要

　　　關(guān)注學(xué)生對(duì)自己所學(xué)專業(yè)的適應(yīng)度，對(duì)于激發(fā)學(xué)生學(xué)習(xí)積極性，穩(wěn)定學(xué)生學(xué)習(xí)情緒，保障學(xué)生身心健康，促進(jìn)學(xué)生的發(fā)展有著重要意義。為了了解當(dāng)前我國(guó)高校數(shù)學(xué)學(xué)生學(xué)習(xí)現(xiàn)狀和存在的問(wèn)題，采用問(wèn)卷的形式，對(duì)全國(guó)多所高校的百余名學(xué)生進(jìn)行了調(diào)查。對(duì)有效數(shù)據(jù)采用描述性統(tǒng)計(jì)、方差分析、主成分分析，因子分析的方法，探索了高校數(shù)學(xué)學(xué)生對(duì)所學(xué)專業(yè)適應(yīng)現(xiàn)狀及其影響因素。
　　　研究結(jié)果表明：(1)總體而言，大多高校數(shù)學(xué)學(xué)生對(duì)所學(xué)專業(yè)基本適應(yīng)，但仍有學(xué)生有所不適應(yīng)。(2)不同性別的學(xué)生對(duì)專業(yè)適應(yīng)度在顯著差異。不同學(xué)歷，不同年齡不同專業(yè)的學(xué)生不存在顯著差異。(3) 影響高校數(shù)學(xué)學(xué)生專業(yè)適應(yīng)度的因素可以歸納為“時(shí)間因素”、“利用量因素”、“環(huán)境因素”以及“壓力因素”。
　　　
　　　最后根據(jù)結(jié)果，對(duì)影響高校數(shù)學(xué)學(xué)生專業(yè)適應(yīng)度的各方面提出了一些建議與思考。
　　　
　　　
　　　
　　　
　　　
關(guān)鍵詞：專業(yè)適應(yīng)度；主成分分析，因子分析；方差分析

Abstract
　　　
　　　Focusing on student's fitness of their professional has an important significance. It can arouse their study enthusiasm, stabilize students, ensure their body and mental health as well as promote the development. In order to understand the problems that existing in current mathematics students team, researchers use questionnaire to investigate more than one hundred student. By the way of Descriptive Statistics Analysis, one way ANOVA, Principal component analysis, Factor Analysis, mathematical modeling, this thesis makes a inquire into the current situation and factors which have effect on student's fitness of their professional.
　　　From the study, the researcher can draw the following conclusions: (1)over all most teachers are satisfied with their work, but some teachers still expressed dissatisfaction attitude.(2)there are significant differences in different years of service and different title, but it makes no difference in gender and academic qualification.(3)the reasons that influence satisfaction can be summarized as “teaching age factor” “scientific research factor” “psychological pressure factor” and “members’ relations factor”.
　　　According to the result some suggestions and considerations are putting forward to all aspects that influence teachers’ job satisfaction.

Key words: student's fitness of their professional; one way ANOVA ;Principal component analysis ;Factor Analysis;

目錄
高校數(shù)學(xué)專業(yè)學(xué)生對(duì)所學(xué)專業(yè)適應(yīng)度分析 I
摘要 I
第一章  緒論 4
第二章  研究設(shè)計(jì) 5
2.1研究目的 5
2.2研究對(duì)象 5
2.3調(diào)查研究表 8
第三章  統(tǒng)計(jì)分析方法 9
3.1主成分分析法 9
3.1.1主成分分析法簡(jiǎn)介 9
3.2因子分析法 10
3.2.1因子分析法簡(jiǎn)介 10
3.2.2因子分析的數(shù)學(xué)模型 11
3.2.3因子分析模型中各個(gè)量的統(tǒng)計(jì)意義 12
3.3.1因子分析的步驟 14
3.2.4因子載荷的確定方法 14
3.2.5因子個(gè)數(shù)的確定方法 16
3.2.6因子旋轉(zhuǎn) 16
3.3主成分與因子分析兩種方法的比較 17
3.4單因素方差分析簡(jiǎn)介 20
3.4.1單因素方差分析法簡(jiǎn)介 20
第四章  數(shù)據(jù)處理 22
4.1數(shù)學(xué)學(xué)生專業(yè)適應(yīng)度狀況 22
4.1.1數(shù)學(xué)學(xué)生專業(yè)適應(yīng)度總體狀況 22
4.1.2不同性別學(xué)生專業(yè)適應(yīng)度分析 23
4.1.3不年齡學(xué)生專業(yè)適應(yīng)度分析 25
4.1.3不同專業(yè)學(xué)生專業(yè)適應(yīng)度分析 26
4.1.4不同學(xué)歷學(xué)生專業(yè)適應(yīng)度分析 27
4.1.4不同壓力下學(xué)生專業(yè)適應(yīng)度分析 28
4.2主成分分析 29
4.3因子分析 29
4.3.1因子分析適合性檢驗(yàn) 29
4.3.2探索性因子分析 30
第五章  結(jié)果與建議 34
致謝 35
參考文獻(xiàn) 35