本文關(guān)鍵詞： 初中生 學(xué)習(xí) 自我管理 策略　出處：《遼寧師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：初中階段,是人生成長的關(guān)鍵期,這一階段的學(xué)生開始自覺認(rèn)識(shí)和評(píng)價(jià)自己的品質(zhì)、支配和調(diào)節(jié)自己的言行,思維上開始由具體向抽象過渡,希望得到他人平等的對(duì)待和尊重。尤其在初中階段的學(xué)習(xí)過程中,學(xué)生需要在教師的引導(dǎo)和培養(yǎng)下,逐步形成在學(xué)習(xí)過程中的整體計(jì)劃能力、在具體的學(xué)科學(xué)習(xí)中細(xì)節(jié)上的自我管理能力,從而讓自己擁有終生的學(xué)習(xí)能力,能夠適應(yīng)社會(huì)發(fā)展快節(jié)奏對(duì)于新型人才的挑戰(zhàn)。本研究立足于建國以來的第八次課程改革的時(shí)代背景,以《基礎(chǔ)教育課程改革綱要(試行)》中提出的讓學(xué)生“形成積極主動(dòng)的學(xué)習(xí)態(tài)度”“學(xué)會(huì)學(xué)習(xí)的過程”為目標(biāo),筆者從初中生學(xué)習(xí)的自我管理現(xiàn)狀調(diào)查出發(fā),以學(xué)生對(duì)于學(xué)習(xí)目標(biāo)、學(xué)習(xí)內(nèi)容、學(xué)習(xí)時(shí)間、學(xué)習(xí)方法、學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)情緒和學(xué)習(xí)反思的自我管理為框架,通過對(duì)三所學(xué)校600名學(xué)生和90名教師的問卷調(diào)查和部分師生的訪談,對(duì)于學(xué)生學(xué)習(xí)的自我管理問題進(jìn)行深入地研究,了解到了目前在初中階段學(xué)生在學(xué)習(xí)的自我管理方面的現(xiàn)狀。研究結(jié)果顯示,目前在初中生的學(xué)習(xí)自我管理方面存在著在教育理念方面,教師缺乏培養(yǎng)學(xué)生學(xué)習(xí)自我管理能力的重視度;在教學(xué)實(shí)踐中,教師缺少對(duì)學(xué)生學(xué)習(xí)自我管理能力培養(yǎng)的策略和方法;在學(xué)生的行為中,作為學(xué)習(xí)主體的學(xué)生,自己對(duì)于學(xué)習(xí)的各個(gè)環(huán)節(jié)的主動(dòng)計(jì)劃、合理分配和科學(xué)管理措施和方法非常欠缺,學(xué)生在學(xué)習(xí)中的自我管理意識(shí)薄弱、能力欠缺、效果也非常不理想等問題。筆者從教師、學(xué)生和家長三個(gè)維度分析其現(xiàn)狀背后的原因所在,并且進(jìn)行了相應(yīng)的剖析和歸因梳理。在此基礎(chǔ)上,提出了較為切實(shí)可行的改進(jìn)措施,包括確立學(xué)生學(xué)習(xí)過程中的主體地位、加強(qiáng)學(xué)生學(xué)習(xí)的自我管理能力的培養(yǎng)、提高學(xué)生對(duì)學(xué)習(xí)的自我管理的主動(dòng)性和轉(zhuǎn)變家長單純注重學(xué)習(xí)成績(jī)的觀念等改善策略,希望對(duì)于學(xué)習(xí)的自我管理能力相對(duì)薄弱的學(xué)生有一定的指導(dǎo)作用,對(duì)于培養(yǎng)學(xué)生此方面能力的教師(或家長)有一定的借鑒作用。
[Abstract]:The junior middle school stage is a critical period for the growth of life. Students in this stage begin to consciously recognize and evaluate their own qualities, dominate and regulate their words and deeds, and begin to make a transition from concrete to abstract thinking. Hope to get equal treatment and respect from others. Especially in the learning process of junior high school, students need to develop the overall planning ability in the learning process under the guidance and cultivation of the teacher. The ability to manage the details of a specific subject, so that you have a lifelong learning ability, This study is based on the background of 8th curriculum reforms since the founding of the people's Republic of China. In order to make students "form active learning attitude" and "learn the process of learning" in the outline of basic Education Curriculum Reform (trial), the author proceeds from the investigation of the present situation of junior high school students' self-management. Students' self-management of learning goals, learning content, learning time, learning methods, learning motivation, learning emotions and learning reflection is a framework. Through a questionnaire survey of 600 students and 90 teachers from three schools and interviews with some teachers and students, the self-management of students' learning is deeply studied. We have learned about the current situation of students' self-management of learning in junior middle school. The results show that there is an educational concept in the aspect of learning self-management of junior high school students. In teaching practice, teachers lack strategies and methods to cultivate students' learning self-management ability, and students, as the main body of learning, do not pay attention to the training of students' learning self-management ability, in the course of teaching practice, teachers lack the strategies and methods to cultivate students' learning self-management ability. The active planning, rational allocation and scientific management measures and methods for each link of study are very deficient, the students' self-management consciousness is weak, their ability is not enough, and the effect is also very unsatisfactory. On the basis of analyzing the reasons behind the present situation of students and their parents, the author makes a corresponding analysis and attribution combing. On the basis of this, the author puts forward some practical improvement measures, including establishing the main position of the students in the process of learning. To strengthen students' self-management ability of learning, to improve students' initiative of self-management of learning and to change parents' idea of paying attention to academic achievement, etc. It is hoped that it can be used as a guide for students with relatively weak self-management ability in learning and for teachers (or parents) who cultivate students' ability in this field.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G635.5

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