本文選題：數(shù)困生 + 課堂學(xué)習(xí)行為��； 參考：《陜西師范大學(xué)》2015年碩士論文

【摘要】：高中存在很多的數(shù)學(xué)學(xué)習(xí)困難學(xué)生(簡稱“數(shù)困生”),導(dǎo)致數(shù)學(xué)成績長期難以提高。在實際的教學(xué)中發(fā)現(xiàn),這些數(shù)困生在課堂活動中參與度低,經(jīng)常處于被動消極的學(xué)習(xí)狀態(tài),在課堂上對基本知識和基本技能掌握的不好導(dǎo)致學(xué)習(xí)興趣較弱,學(xué)習(xí)成績不夠理想。如何才能提高學(xué)生課堂學(xué)習(xí)效率,是教師需要認(rèn)真考慮的問題。本文研究的對象是中學(xué)教育中普遍存在的弱勢群體,他們的存在不僅對他們本人有消極的影響,而且使教育者對自己的教學(xué)產(chǎn)生懷疑。對于學(xué)生而言,課堂是他們獲取知識重要的場所,如何才能使數(shù)困生成功地獲得有用的知識,這是社會,學(xué)校,家長,教師,學(xué)生都需要關(guān)注的問題。我通過調(diào)查發(fā)現(xiàn),數(shù)困生有如下特點：數(shù)學(xué)學(xué)習(xí)興趣較弱；學(xué)習(xí)動機(jī)較低；學(xué)習(xí)方法不佳；思維能力較差；數(shù)學(xué)基本知識和基本技能不過關(guān)；在某段時間里,數(shù)學(xué)成績總排在后面。結(jié)合國內(nèi)外的相關(guān)研究,以建構(gòu)主義學(xué)習(xí)理論為指導(dǎo),從學(xué)習(xí)態(tài)度,學(xué)習(xí)動機(jī),注意力和策略應(yīng)用四個方面對數(shù)困生的課堂學(xué)習(xí)行為作了調(diào)查,調(diào)查表明這四個方面對學(xué)生的數(shù)學(xué)成績有顯著影響,且注意力的影響最大。我對高一差班的一位學(xué)生進(jìn)行了個案研究,從個案中,我發(fā)現(xiàn)該數(shù)困生的內(nèi)部動力不足,課堂參與度較低,學(xué)習(xí)態(tài)度比較端正,學(xué)習(xí)策略缺乏靈活性。據(jù)此,對于教師而言,首先教師要了解數(shù)困生的形成原因,其次教師要憑借自身良好的數(shù)學(xué)素養(yǎng)和人格魅力,通過建立良好的師生關(guān)系,以此來激發(fā)學(xué)困生的學(xué)習(xí)動機(jī),增加學(xué)困生的自我成就感,最后教師需要改善數(shù)學(xué)課堂教學(xué),提高學(xué)困生的策略應(yīng)用；對學(xué)生而言,在課前學(xué)生需要養(yǎng)成預(yù)習(xí)的好習(xí)慣,在課中處理好聽課與記筆記的關(guān)系,在課后做好復(fù)習(xí)計劃；對于家長而言,家長需要培養(yǎng)孩子形成良好的生活習(xí)慣和學(xué)習(xí)習(xí)慣。改變數(shù)困生課堂學(xué)習(xí)行為現(xiàn)狀主要靠學(xué)生,教師和家長的共同努力。
[Abstract]:There are many students with mathematics learning difficulties in senior high school. In the actual teaching, it is found that these poor students have low participation in classroom activities and are often in a passive and passive learning state. The poor mastery of basic knowledge and skills in the classroom leads to weak interest in learning and insufficient academic achievement. How to improve the efficiency of students' classroom learning is a problem that teachers should seriously consider. The object of this study is the vulnerable groups in middle school education, whose existence not only has a negative impact on themselves, but also makes educators doubt their teaching. For students, classroom is an important place for them to acquire knowledge. How to make the students get useful knowledge successfully is a problem that society, school, parents, teachers and students should pay attention to. Through my investigation, I found that the following characteristics exist among the students in difficulty in mathematics: weak interest in learning mathematics; low motivation; poor learning methods; poor thinking ability; poor basic knowledge and skills in mathematics; and a certain period of time, Math is always at the bottom. Under the guidance of constructivist learning theory, this paper investigates the learning behaviors of logarithmic students from four aspects: learning attitude, learning motivation, attention and strategy application. The investigation shows that these four aspects have significant influence on students' mathematics achievement, and their attention is the most important. I conducted a case study on a student in a junior high school. From the case, I found that the poor students had insufficient internal motivation, low classroom participation, correct learning attitude and lack of flexibility in learning strategies. Therefore, for teachers, first of all, teachers should understand the causes of the formation of the number of poor students, secondly, teachers should rely on their own good mathematical literacy and personality charm, through the establishment of a good teacher-student relationship, in order to stimulate the learning motivation of students with learning difficulties. Finally, teachers need to improve the mathematics classroom teaching and improve the strategy application of the students with learning difficulties. For the students, students need to form the good habit of preparing lessons before class, and deal with the relationship between listening to class and taking notes in class. Do a good review plan after class; for parents, parents need to develop good habits of life and study. To change the current situation of learning behavior of students in class mainly depends on the joint efforts of students, teachers and parents.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 吳佑華;;轉(zhuǎn)變課堂學(xué)習(xí)行為 切實踐行新課程理念——淺淡提高中學(xué)數(shù)學(xué)課堂學(xué)習(xí)行為的適切性與有效性[J];數(shù)學(xué)教學(xué)研究;2007年04期

相關(guān)碩士學(xué)位論文 前1條

1 武燕燕;改善高中生化學(xué)課堂學(xué)習(xí)行為的教學(xué)策略研究[D];首都師范大學(xué);2011年

，

本文編號：1782336