本文關(guān)鍵詞：初中數(shù)學(xué)學(xué)困生的成因及轉(zhuǎn)化策略研究　出處：《廣西師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：數(shù)學(xué)學(xué)習(xí)困難學(xué)生(以下簡稱“數(shù)學(xué)學(xué)困生”)一直是基礎(chǔ)教育中一個(gè)大問題,雖然國內(nèi)外已有不少教育家和學(xué)者一直致力于對數(shù)學(xué)學(xué)困生研究,并已經(jīng)取得豐碩的成果,給我們提供了很多寶貴的研究資料和有益的啟示。但是隨著社會(huì)的發(fā)展與教育的改革,數(shù)學(xué)學(xué)困生問題自身也隨之產(chǎn)生了很多變化的因素,使這個(gè)問題成為一個(gè)需要時(shí)刻關(guān)注的難題。剛步入初中階段的學(xué)生,由于面臨著學(xué)習(xí)環(huán)境、學(xué)習(xí)方法、科目等方面的變化,對學(xué)生的學(xué)習(xí)能力提出了更高的要求,導(dǎo)致學(xué)生的數(shù)學(xué)學(xué)習(xí)分化日趨嚴(yán)重,數(shù)學(xué)學(xué)困生問題日漸突顯,使之成為教育研究中一個(gè)棘手的問題。所以探索初中數(shù)學(xué)學(xué)困生的成因和轉(zhuǎn)化策略是必須和必要的,更是實(shí)現(xiàn)教育公平的需要。首先,本研究綜述了近年來國內(nèi)外對數(shù)學(xué)學(xué)困生所開展的研究,在參考大量文獻(xiàn)的基礎(chǔ)上闡述了本文的研究背景,明確了研究的意義,分析了國內(nèi)外的研究狀況,并對數(shù)學(xué)學(xué)困生進(jìn)行了界定和分類。其次,對調(diào)查問卷進(jìn)行分析,通過獨(dú)立樣本T檢驗(yàn)得出初中數(shù)學(xué)學(xué)困生與學(xué)優(yōu)生在學(xué)習(xí)興趣、學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)態(tài)度、學(xué)習(xí)方法、意志力、情緒、歸因存在著顯著性差異,通過單因素方差分析,得出初一年級的數(shù)學(xué)學(xué)困生與初二年級的數(shù)學(xué)學(xué)困生在這七個(gè)維度上沒有存在顯著性差異。通過雙變量相關(guān)分析,初中數(shù)學(xué)學(xué)優(yōu)生和學(xué)困生在這七個(gè)維度中兩兩之間均成正相關(guān)性,其中,除了數(shù)學(xué)學(xué)習(xí)動(dòng)機(jī)與歸因之間的相關(guān)性不夠明顯外,其它的正相關(guān)性都非常顯著。第三,結(jié)合課堂觀察、訪談分析和個(gè)案研究,得到數(shù)學(xué)學(xué)困生學(xué)習(xí)困難成因由兩方面原因引起：(1)內(nèi)部原因：數(shù)學(xué)學(xué)習(xí)興趣淡薄、學(xué)習(xí)動(dòng)機(jī)不足、缺乏正確的數(shù)學(xué)學(xué)習(xí)態(tài)度、學(xué)習(xí)數(shù)學(xué)的意志力薄弱、學(xué)習(xí)方法不當(dāng)、歸因不當(dāng)、數(shù)學(xué)基礎(chǔ)薄弱,識記能力差；(2)外部原因：家庭因素、學(xué)校教育因素、社會(huì)因素。最后結(jié)合文中對初中數(shù)學(xué)學(xué)困生的成因分析及個(gè)案研究,針對不同類型的數(shù)學(xué)學(xué)困生提出轉(zhuǎn)化策略。
[Abstract]:Mathematics students with learning difficulties (hereinafter referred to as "students with mathematics learning difficulties") has been a major problem in basic education, although many educators and scholars at home and abroad have been devoted to the study of students with mathematics learning difficulties. And has achieved fruitful results, to provide us with a lot of valuable research materials and useful inspiration. But with the development of society and the reform of education. The problem of students with learning difficulties in mathematics itself has also produced a lot of factors, which makes it a difficult problem to pay close attention to. The students who have just entered the junior middle school stage, because of the learning environment, learning methods. The changes in subjects and other aspects put forward higher requirements for students' learning ability, leading to the increasingly serious differentiation of students' mathematics learning, and the increasingly prominent problems of students with mathematics learning difficulties. So it is necessary and necessary to explore the causes and transformation strategies of junior middle school mathematics students with learning difficulties, and it is also the need to achieve education equity. This study summarizes the research on mathematics learning difficulties in recent years at home and abroad, on the basis of a large number of references to the background of this study, clear the significance of the study, analysis of the domestic and foreign research situation. Secondly, through the analysis of the questionnaire, the independent sample T-test shows that the junior middle school mathematics students with learning difficulties and students in learning interest, learning motivation, learning attitude. There were significant differences in learning methods, willpower, emotion and attribution. It is concluded that there is no significant difference in the seven dimensions between the students with mathematics learning difficulties in grade one and those in grade two. Junior high school mathematics students and students with learning difficulties in these seven dimensions of a positive correlation between the two, in which, except mathematics learning motivation and attribution between the correlation is not obvious. Other positive correlations are very significant. Third, combined with classroom observation, interview analysis and case studies. There are two internal reasons: weak interest in mathematics learning, lack of motivation, lack of correct attitude towards learning mathematics, weak willpower of learning mathematics. Improper learning methods, improper attribution, weak mathematical foundation and poor memorizing ability; 2) external reasons: family factors, school education factors, social factors. Finally, combining with the analysis of the causes of junior middle school mathematics students with learning difficulties and case study, the transformation strategies for different types of mathematics students with learning difficulties are put forward.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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本文編號：1361978