發(fā)布時間：2018-04-18 23:18

  本文選題：農(nóng)村初中 + 英語學(xué)困生��； 參考：《魯東大學(xué)》2015年碩士論文

【摘要】：在英語教學(xué)過程中,由于各種原因形成了為數(shù)不少的英語學(xué)困生,這個問題在農(nóng)村初中尤為突出。它直接削弱了學(xué)生學(xué)習(xí)英語的興趣,并且影響了學(xué)生英語技能的提高。如何轉(zhuǎn)化英語學(xué)困生,是任何一個英語教師都必須直面的重要課題。本文以青島市黃島區(qū)D中學(xué)英語學(xué)困生為研究對象,選擇四個典型個案,主要采用訪談和觀察等方法開展調(diào)查研究,分析他們出現(xiàn)英語學(xué)習(xí)困難的原因和轉(zhuǎn)化對策。本文由六個章節(jié)組成。第一章為引言。簡單的介紹了一下本研究的背景,目的,意義,國內(nèi)外關(guān)于學(xué)困生研究的概況,也是本研究的理論基礎(chǔ)。第二章是本研究的準備工作,主要包括研究方法,筆者所在學(xué)校的基本狀況簡介。第三章是四個典型個案的研究。利用英語學(xué)困生導(dǎo)師制,因材施教,對不同類型的英語學(xué)困生開展有針對性的轉(zhuǎn)化。個案一是由于教師教學(xué)方法不當造成的英語學(xué)困生。英語教師主要通過改進教學(xué)方法,優(yōu)化課堂教學(xué)模式來轉(zhuǎn)化。個案二中的英語學(xué)困生是意志薄弱,缺乏恒心與毅力導(dǎo)致的。主要聯(lián)合家長采用監(jiān)督其學(xué)習(xí)過程,對學(xué)過的知識用“教給別人”的方法促進其學(xué)習(xí)成功等策略進行轉(zhuǎn)化。個案三是信心不足,學(xué)習(xí)方法不當型的學(xué)困生。采取的轉(zhuǎn)化措施是:消減其過大的心理壓力,指導(dǎo)其科學(xué)的學(xué)習(xí)方法,樹立其信心等。個案四中的學(xué)困生是因為缺乏學(xué)習(xí)動機,學(xué)習(xí)態(tài)度不端正。轉(zhuǎn)化措施是端正其家長的態(tài)度,找到學(xué)生的愛好作為切入點,激發(fā)其學(xué)習(xí)興趣,教育其明確學(xué)習(xí)目的。經(jīng)過轉(zhuǎn)化的學(xué)困生普遍發(fā)生了較明顯的變化:學(xué)習(xí)動機和信心得到一定程度的加強,學(xué)習(xí)方法和習(xí)慣得到了改善,學(xué)習(xí)成績得到了相應(yīng)的提高。第四章是農(nóng)村初中英語學(xué)困生的成因分析。英語學(xué)困生學(xué)習(xí)困難不是一時的,有的甚至在小學(xué)就已經(jīng)形成了。而且,英語學(xué)困生不是單一的某個原因造成的,而是各種原因錯綜復(fù)雜的交集結(jié)果。學(xué)生自身的原因是造成英語學(xué)困生學(xué)習(xí)困難的主要原因,如缺乏英語學(xué)習(xí)動機,意志不堅定,英語學(xué)習(xí)方法策略不當?shù)�。學(xué)校的不重視英語教學(xué),英語教師的教育教學(xué)方法不當,家庭教育的缺失,社會上錯誤思想言論的負面影響等是造成學(xué)困生學(xué)習(xí)困難的重要原因。第五章是對當前的農(nóng)村初中英語學(xué)困生轉(zhuǎn)化策略做了總結(jié)。教師承擔著轉(zhuǎn)化英語學(xué)困生的主要責任,是主帥。在轉(zhuǎn)化中,必須以關(guān)愛和耐心為基礎(chǔ),通過賞識與鼓勵等措施激發(fā)英語學(xué)困生的學(xué)習(xí)動機。教師要提高自身素質(zhì),更新教育理念,改進教育教學(xué)方法,以“教”促“學(xué)”,從而幫助學(xué)困生擺脫英語學(xué)習(xí)困難。在大環(huán)境無法改變的前提下,教師還要調(diào)動一切可以利用的資源,聯(lián)合家長一起努力,共同促進英語學(xué)困生“脫困”。第六章為結(jié)束語。包括了對論文簡單的總結(jié),以及本研究存在的不足和后續(xù)研究的思考。
[Abstract]:In the process of English teaching, a large number of students with English learning difficulties have formed for various reasons, especially in rural junior middle schools.It directly weakens students' interest in learning English and affects the improvement of students' English skills.How to transform students with English learning difficulties is an important subject that any English teacher must face directly.In this paper, the students with English learning difficulties in Huangdao District of Qingdao are chosen as the research objects, and four typical cases are selected, which are mainly investigated by means of interviews and observations, and the causes of their English learning difficulties and the countermeasures for their transformation are analyzed.This paper consists of six chapters.The first chapter is the introduction.This paper briefly introduces the background, purpose and significance of this study, and the general situation of the study of students with learning difficulties at home and abroad, which is also the theoretical basis of this study.The second chapter is the preparation of this study, mainly including the research methods, the basic situation of the school.The third chapter is the study of four typical cases.With the help of tutoring system for students with English learning difficulties, the students with different types of English learning difficulties are transformed according to their aptitude.Case one is English learning difficulties caused by teachers' improper teaching methods.English teachers transform by improving teaching methods and optimizing classroom teaching mode.In case 2, the students with English learning difficulties are the result of weak will, lack of perseverance and perseverance.The main joint parents used to supervise their learning process, and to "teach others" to promote their learning success strategies.The third case is the lack of confidence, learning methods inappropriate type of students with learning difficulties.The transformation measures are to reduce their psychological pressure, to guide their scientific learning methods and to establish their confidence.In case 4, the students with learning difficulties are due to lack of learning motivation and incorrect learning attitude.The transformation measures are to correct the attitude of their parents, to find the students' hobbies as the starting point, to stimulate their interest in learning and to educate them to have a clear learning purpose.The transformed students with learning difficulties generally have obvious changes: learning motivation and confidence have been strengthened to a certain extent, learning methods and habits have been improved, and their academic achievements have been improved accordingly.Chapter four is an analysis of the causes of English learning difficulties in rural junior middle schools.English learning difficulties are not temporary, some even in primary school has formed.Moreover, English learning difficulties are not caused by a single cause, but by the intersection of various causes.Students' own reasons are the main causes of learning difficulties, such as lack of English learning motivation, lack of will, inappropriate English learning strategies and so on.The lack of attention to English teaching in schools, the improper teaching methods of English teachers, the lack of family education, and the negative effects of erroneous ideas and comments on society are the important reasons for the learning difficulties of students with learning difficulties.The fifth chapter summarizes the transformation strategies of rural junior middle school students with English learning difficulties.Teachers bear the main responsibility of transforming students with English learning difficulties, is the coach.In the process of transformation, the students with English learning difficulties must be motivated by appreciation and encouragement on the basis of love and patience.Teachers should improve their own quality, renew their educational ideas, improve their teaching methods, and help students with learning difficulties get rid of their English learning difficulties by "teaching" and "learning".Under the premise that the environment can not be changed, teachers should mobilize all available resources and make joint efforts with parents to promote the students with English learning difficulties to "get out of difficulties".The sixth chapter is the conclusion.Including a simple summary of the paper, as well as the shortcomings of this study and the thinking of follow-up research.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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