本文關(guān)鍵詞：初中“學(xué)困型問題生”的干預(yù)策略研究　出處：《魯東大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：本文以布迪厄資本理論、亞文化相關(guān)理論等為依據(jù)對(duì)“學(xué)困型問題生”的生成過程進(jìn)行分析。從布迪厄資本理論看“學(xué)困生”在課堂教學(xué)中的處境，發(fā)現(xiàn)教師基于學(xué)生擁有資本的數(shù)量和類型將不同數(shù)量和類型的知識(shí)分配給不同的學(xué)生，“學(xué)困生”獲得的知識(shí)少、類型單一。通過對(duì)課堂中學(xué)生和教師互動(dòng)情況的統(tǒng)計(jì)和分析，發(fā)現(xiàn)“學(xué)困生”在課堂中處于較為邊緣的位置。從亞文化相關(guān)理論看到一部分“學(xué)困生”對(duì)學(xué)校主流文化標(biāo)桿的不認(rèn)可，通過各種公開和非公開的抵制行為來建立和鞏固自己的亞文化，他們棲居其中并得到安全感和歸屬感。初中“問題生”亞文化對(duì)每個(gè)“學(xué)困生”個(gè)體的學(xué)習(xí)態(tài)度和學(xué)習(xí)時(shí)間都產(chǎn)生了消極影響，“學(xué)困生”不主動(dòng)參與課堂互動(dòng)就是表現(xiàn)之一，這些都不利于他們提高學(xué)業(yè)成績(jī)、避免處境繼續(xù)惡化。最后，借由標(biāo)簽理論的視角，可以看到教師如何將自己對(duì)“學(xué)困生”的看法和觀點(diǎn)經(jīng)由比較、評(píng)價(jià)、言語的責(zé)難和行為的暴力給他們貼上“問題生”的標(biāo)簽，“學(xué)困生”自身又如何在“鏡中”不斷反觀自己，形成“問題生”的自我概念。至此，“學(xué)困型問題生”完成從潛伏狀態(tài)—掙扎狀態(tài)—標(biāo)簽狀態(tài)的轉(zhuǎn)化。 在上述分析的基礎(chǔ)上，根據(jù)“以人為本”的價(jià)值取向和“學(xué)困型問題生”的發(fā)展性和能動(dòng)性原則，筆者嘗試建構(gòu)以文化制度、組織層次、支持保障三個(gè)系統(tǒng)為基礎(chǔ)的學(xué)校和教師為重點(diǎn)、家庭、政府與社會(huì)為補(bǔ)充的初中“學(xué)困型問題生”三個(gè)系統(tǒng)四個(gè)模塊的干預(yù)機(jī)制。首先，從營造充滿人文關(guān)懷的文化氛圍和建立健全制度兩個(gè)方面建構(gòu)文化滲透機(jī)制；其次從教師、家長(zhǎng)、政府和社會(huì)三個(gè)主體具體闡述預(yù)警策略。從教師方面來說，教師要轉(zhuǎn)變思維方式，持有本質(zhì)和生成并存的思維方式，還原“學(xué)困生”的真實(shí)存在；其次，從教師引導(dǎo)、小組依托的組織系統(tǒng)和對(duì)不同層次“學(xué)困型問題生”的管理方面構(gòu)建組織協(xié)調(diào)機(jī)制；最后，從家長(zhǎng)、政府和社會(huì)方面建構(gòu)社會(huì)互動(dòng)機(jī)制。 本研究的第五部分，根據(jù)第四章“學(xué)困型問題生”的干預(yù)機(jī)制，筆者具體提出了“學(xué)困型問題生”的干預(yù)策略。主要包括四個(gè)方面的內(nèi)容，，一是教師思維方式和行為方式的轉(zhuǎn)變，教師要轉(zhuǎn)變本質(zhì)主義的思維方式，建立良好師生關(guān)系；二是扎根課堂，通過補(bǔ)差補(bǔ)缺，重構(gòu)小組提高“學(xué)困型問題生”學(xué)業(yè)成績(jī)以及因材施教，對(duì)不同類型“學(xué)困型問題生”的干預(yù)在課堂教學(xué)實(shí)踐中干預(yù)轉(zhuǎn)化“學(xué)困型問題生”；三是多層次參與干預(yù)；四是創(chuàng)造自主轉(zhuǎn)化的空間，包括厘清教師和學(xué)生干預(yù)轉(zhuǎn)化的邊界以及教師守望并鼓勵(lì)學(xué)生自我轉(zhuǎn)化兩個(gè)方面的內(nèi)容。
[Abstract]:In this paper, Bourdieu capital theory, subculture theory is based on the generation process of "learning difficulties students" were analyzed. See "underachievers" in the classroom teaching situation from Bourdieu capital theory, based on the number and type of teachers found that students have the knowledge capital will not be assigned with the number and type of the different students, students gain knowledge, single type. Through statistics and analysis of the classroom teacher and students interaction, found "underachievers" in a more marginal position in the classroom. See some "underachievers" are not recognized by the mainstream culture of school from the theory of benchmarking sub culture, through a variety of public and non public boycott to establish and consolidate their own subculture, and their dwelling in which the sense of security and a sense of belonging. Junior high school "problem students" sub culture of each "Underachievers "Has had a negative impact on the individual learning attitude and learning time, the students do not take the initiative to participate in classroom interaction is one of the manifestations, these are not conducive to improve their academic performance, to avoid the situation continues to deteriorate. Finally, by the label theory, we can see the teacher how to put themselves on the" underachievers "the views and opinions through comparison, evaluation, verbal condemnation and violent behavior labeled them" problem students "tag" underachievers "in the" mirror "itself how to continue to see ourselves, the formation of" self concept ". Thus," learning difficulties problem "from the latent state - - state struggling label status transformation.
On the basis of the above analysis, according to the value of "people-oriented" and "poor problem students" development and initiative principle, the author tries to construct the culture systems, the levels of the organization, support three systems based on schools and teachers to focus on family intervention mechanism of government and society as a supplement the junior middle school students learning difficulties type "four modules of the three systems. First of all, full of humanistic care in the construction of cultural atmosphere and establish and improve the two aspects of the system construction of cultural penetration mechanism; secondly from teachers, parents, government and society three main detail warning strategy. From the teachers, teachers should change the way of thinking, hold the nature and formation of coexistence of the way of thinking, to restore the" underachievers "real existence; secondly, from the teacher's guidance, organization system and the problem of the group based on different levels of learning difficulties type" In the field of management, the organization and coordination mechanism is constructed; finally, the social interaction mechanism is constructed from the parents, the government and the society.
The fifth part of this study, according to the intervention mechanism problems. The fourth chapter "poor type students", the author puts forward the "intervention strategies of learning difficulties problems". Mainly includes four aspects, one is to change the way of thinking and behavior of teachers, teachers should change the essence of Marxism thinking mode, set up good relationship between teachers and students; two is rooted in the classroom, making it through a vacancy, reconstruction team to improve the "learning difficulties type problem students" academic achievement and abilities, of different types of "poor type" intervention of transformation "poor problem" in the teaching practice; three is a multi-level intervention; four the creation of independent transformation space, including clarifying the teachers and the students and teachers into the intervention boundary and encourage students to watch the self transformation of two aspects.

【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G635.1

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