本文選題：非智力因素 + 學(xué)困生��； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：未來(lái)社會(huì)的發(fā)展需要素質(zhì)全面的人才,這一社會(huì)需求要求教育工作者注重培養(yǎng)全面發(fā)展的學(xué)生,然而在學(xué)生群體中會(huì)存在學(xué)習(xí)困難的學(xué)生,困難必然會(huì)阻礙他們健康發(fā)展,也會(huì)影響國(guó)民綜合整體素質(zhì),影響教育的未來(lái),從而影響整個(gè)國(guó)家的發(fā)展。因此需要注重學(xué)困生的全面發(fā)展。學(xué)生在成長(zhǎng)中需要智力因素和非智力因素共同作用。非智力因素在學(xué)習(xí)過程中具有推動(dòng)、維持和調(diào)節(jié)、定向和彌補(bǔ)作用。在化學(xué)教學(xué)中,通過激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)、調(diào)動(dòng)學(xué)習(xí)興趣、磨練堅(jiān)強(qiáng)的意志,促進(jìn)學(xué)困生的全面發(fā)展。本文在對(duì)國(guó)內(nèi)外非智力因素研究,以及國(guó)內(nèi)外學(xué)困生研究綜述的基礎(chǔ)上,注重調(diào)查了初三化學(xué)學(xué)困生非智力因素的現(xiàn)狀,以新理念化學(xué)教學(xué)論和教育心理學(xué)為指導(dǎo),提出了診治學(xué)困生在化學(xué)學(xué)習(xí)興趣、動(dòng)機(jī)、意志、情感四個(gè)方面障礙的對(duì)策。本文采用了文獻(xiàn)法、問卷調(diào)查法、訪談法,調(diào)查得出了學(xué)困生在非智力因素上存在缺陷,通過9種類型的活動(dòng),對(duì)學(xué)困生進(jìn)行改進(jìn)和幫助。研究對(duì)山西省晉城市實(shí)驗(yàn)中學(xué)九年級(jí)隨機(jī)抽取了4個(gè)班級(jí)的學(xué)生進(jìn)行了問卷調(diào)查,并篩選出了學(xué)優(yōu)生54名,學(xué)困生61名。通過調(diào)查這一群體在化學(xué)學(xué)習(xí)興趣、動(dòng)機(jī)、自控能力、自我規(guī)劃能力、意志力、自身情緒、與父母的情感、對(duì)教師的情感等方面的狀況,比較了學(xué)困生、學(xué)優(yōu)生以及總體的差異性,結(jié)果表明學(xué)困生的非智力因素缺陷較多,調(diào)查的總體學(xué)生在意志、自控能力上同樣也存在障礙。本文以問卷調(diào)查結(jié)果為基礎(chǔ),提出了針對(duì)非智力因素表現(xiàn)障礙的對(duì)策包括：創(chuàng)設(shè)生動(dòng)化學(xué)課堂、開辟課外探究實(shí)驗(yàn)、樹立化學(xué)學(xué)習(xí)信心、巧用教育歸因理論、設(shè)置適當(dāng)學(xué)習(xí)目標(biāo)、延遲滿足學(xué)業(yè)成就感、建立融洽家庭關(guān)系、調(diào)控自我發(fā)展情緒等。并且在診治興趣、動(dòng)機(jī)、意志、情感障礙的對(duì)策中,穿插了九個(gè)活動(dòng)分別為：1.我是生活中的化學(xué)實(shí)驗(yàn)員2.學(xué)會(huì)用試卷正確歸因；3.化學(xué)學(xué)習(xí)目標(biāo)設(shè)置——概念、原理、實(shí)驗(yàn)、方法；4.每天堅(jiān)持“1”計(jì)劃；5.由內(nèi)而外的暗示自己；6.和父母留言交談；7.你來(lái)講我來(lái)聽；8.找回化學(xué)學(xué)習(xí)的快樂；9.究竟是什么控制你的情緒。這九個(gè)活動(dòng)的實(shí)施周期為3個(gè)月,最終對(duì)參與了活動(dòng)的學(xué)困生期末化學(xué)成績(jī)與前期的進(jìn)行顯著性差異分析,得出參與活動(dòng)的學(xué)生成績(jī)有較大提高。在活動(dòng)結(jié)束后也對(duì)部分學(xué)困生和一位家長(zhǎng)進(jìn)行了訪談,表明對(duì)策活動(dòng)的實(shí)施對(duì)學(xué)生的成長(zhǎng)提供了幫助,有助于學(xué)生的全面發(fā)展。對(duì)整個(gè)調(diào)查和對(duì)策的研究結(jié)果得出了以下結(jié)論：(1)教師需要不拘泥于平時(shí)的課本知識(shí),要運(yùn)用化學(xué)的學(xué)科特點(diǎn),來(lái)激發(fā)學(xué)生興趣和動(dòng)機(jī)；(2)學(xué)生的情感和父母,教師有不可分割的關(guān)系,需要共同努力來(lái)培養(yǎng)學(xué)生健康積極的情感,促進(jìn)學(xué)生的身心健康發(fā)展；(3)一些簡(jiǎn)單的心理學(xué)知識(shí),可以讓學(xué)生更了解自己,并且可以鍛煉他們的自我調(diào)節(jié)能力；(4)改善非智力因素是一項(xiàng)長(zhǎng)期的工作,教育工作者要和家長(zhǎng)、學(xué)校、學(xué)生共同努力,促進(jìn)每一位學(xué)生的全面?zhèn)�性化發(fā)展。
[Abstract]:The development of the future society needs all-round talents. This social demand requires educators to pay attention to the training of students with comprehensive development. However, there will be students with learning difficulties in the student group. Difficulties will inevitably impede their healthy development, affect the overall overall quality of the national, influence the future of education, and affect the whole country. The development of the family. Therefore, it is necessary to pay attention to the overall development of the students with learning difficulties. Students need both intellectual and non intellectual factors in their growth. The non intellectual factors are promoted, maintained, regulated, directed and reparated in the process of learning. In chemistry teaching, the students' motivation to learn, interest in learning, and strong sense are used. On the basis of the research on non intellectual factors at home and abroad as well as the review of the study on the students of learning difficulties both at home and abroad, this paper focuses on the investigation of the current situation of the non intellectual factors of the students in the third year of chemistry, and puts forward the interest, motivation and meaning of the diagnosis and treatment of the students in chemistry learning with the guidance of the new concept chemistry teaching theory and educational psychology. This article uses the literature method, the questionnaire survey method, the interview method, and investigates the imperfection in the non intellectual factors of the students with learning difficulties. Through 9 types of activities, we can improve and help the students of learning difficulties. The study carried out the study on the students who randomly selected 4 classes in the grade nine of the experiment in Jincheng, Shanxi province. The questionnaire survey, and screening out 54 students of learning eugenics, 61 students learning difficulties, through the investigation of the group's interest in chemistry, motivation, self-control, self-planning, willpower, self emotion, and parents' feelings, emotional and emotional conditions of the teachers, compared the learning difficulties, eugenics and overall differences, the results show that students learn difficulties. In this paper, based on the results of the questionnaire, the countermeasures include: creating lively chemistry classes, opening up extracurricular exploration experiments, setting up confidence in chemical study, using educational attribution theory and setting up the educational attribution theory. Appropriate learning goals, delay to meet academic achievement, establish a harmonious family relationship, regulate self development mood, etc. and in the treatment of interest, motivation, will and emotional barriers, nine activities are interspersed respectively: 1. I was the chemical experimenter in life 2. with the correct attribution of test paper; 3. the concept of chemical learning goal setting - concept The principle, the experiment, the method; 4. stick to the "1" plan every day; 5. from inside out; 6. and the parents to talk; 7. you listen to me; 8. find the joy of chemistry learning; 9. exactly what controls your emotions. The period of the nine activities is 3 months, at the end of the final chemistry of students involved in the activities. With the analysis of the significant difference in the previous period, the students participated in the activities were greatly improved. After the activities, some students and a parent were interviewed. It showed that the implementation of the countermeasures helped the students' growth and helped the students to develop the whole. The results of the whole investigation and Countermeasures were obtained. The following conclusions are as follows: (1) teachers need not stick to the usual textbook knowledge, use the characteristics of chemistry to stimulate students' interest and motivation; (2) students' feelings and parents, teachers have an inseparable relationship, need to work together to cultivate students' healthy and positive feeling, promote the healthy development of students' physical and mental health; (3) some simple hearts. The knowledge of science can make students understand themselves more and exercise their self-regulation ability; (4) the improvement of non intellectual factors is a long-term work. Educators should work with parents, schools and students to promote the overall and personalized development of each student.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.8

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本文編號(hào)：1831053