本文選題：數(shù)學(xué)學(xué)困生 + 轉(zhuǎn)化　； 參考：《信陽師范學(xué)院》2015年碩士論文

【摘要】：對學(xué)困生產(chǎn)生原因和轉(zhuǎn)化措施的研究來說,大多數(shù)偏向于理論研究,采用調(diào)查研究的不多。為此,本研究選擇以W中學(xué)為例,進行調(diào)查研究。研究W中學(xué)初中生數(shù)學(xué)學(xué)困生的現(xiàn)狀,進一步研究學(xué)困生轉(zhuǎn)化的措施,旨在提升學(xué)困生數(shù)學(xué)學(xué)習(xí)能力,為其學(xué)會學(xué)習(xí)、終身學(xué)習(xí)奠定基礎(chǔ)。期待本研究對學(xué)困生的轉(zhuǎn)化有一定的參考價值。 本文研究方法主要有文獻研究法、問卷研究法和案例研究法。通過文獻研究,明確學(xué)困生的界定、學(xué)困生產(chǎn)生原因以及轉(zhuǎn)化措施,為本研究奠定理論基礎(chǔ)；對w中學(xué)九年級100名學(xué)困生和30名一線教師進行問卷調(diào)查,通過問卷調(diào)查,分析并且總結(jié)了產(chǎn)生學(xué)困生的原因；針對這些原因提出“大二中里面實行小二中”的教學(xué)策略,最后對w中學(xué)九年級的四個班級運用“大二中里面實行小二中”進行案例分析,驗證措施轉(zhuǎn)化的效果。 研究發(fā)現(xiàn),(1)數(shù)學(xué)“學(xué)困生”具有意志力薄弱、對數(shù)學(xué)不感興趣、沒有良好的學(xué)習(xí)習(xí)慣、和數(shù)學(xué)老師之間有隔閡等共同特點；(2)數(shù)學(xué)教師的教學(xué)策略對學(xué)困生的形成起著至關(guān)重要的作用,這也是轉(zhuǎn)化學(xué)困生的關(guān)鍵。本文從教師角度提出轉(zhuǎn)化學(xué)困生的方法：(1)提高學(xué)困生的數(shù)學(xué)學(xué)習(xí)興趣,(2)增強學(xué)困生數(shù)學(xué)學(xué)習(xí)信心,(3)提高教師自身素質(zhì),(4)改善課堂教學(xué)措施。 最后對“大二中里面實行小二中”(本人把W二中看成是“大二中”,把研究的班級看成是“小二中”,把學(xué)校里面對教師的管理制度變相和選擇的改編成教學(xué)策略,在班里應(yīng)用到學(xué)生身上,把這種教學(xué)策略稱為“大二中里面實行小二中”。)的教學(xué)措施進行了案例研究,與前面的進行了比較得出轉(zhuǎn)化措施的效果。
[Abstract]:For the study of the causes and transformation measures of the students with learning difficulties, most of them prefer to the theoretical research, but not to the investigation. For this reason, this research chooses W middle school as an example, carries on the investigation and research. This paper studies the present situation of junior middle school students with learning difficulties in W middle school, and further studies the measures of transforming students with learning difficulties, in order to improve the learning ability of students with learning difficulties and lay a foundation for their learning and lifelong learning. This study is expected to have some reference value for the transformation of students with learning difficulties. The main research methods of this paper are literature research, questionnaire research and case study. Through the literature research, the definition of the students with learning difficulties, the causes of the students with learning difficulties and the measures of transformation are defined, which lays a theoretical foundation for this study, and makes a questionnaire survey on 100 students with learning difficulties and 30 first-line teachers in grade 9 of w middle school. This paper analyzes and summarizes the reasons for the students with learning difficulties, and puts forward the teaching strategy of "implementing the middle school in the second middle school" for these reasons. Finally, it analyzes the cases of the four classes in grade nine of w middle school using "the second middle school in the big middle school to implement the square in the middle school". Verify the effect of conversion. The study found that (1) students with learning difficulties in mathematics have the common characteristics of weak willpower, no interest in mathematics, no good study habits, and the gap between mathematics teachers and so on; 2) the teaching strategy of mathematics teachers plays a vital role in the formation of students with learning difficulties, which is also the key to transforming students with learning difficulties. This paper puts forward the method of transforming students with learning difficulties from the teacher's point of view: 1) to improve the interest in mathematics learning of students with learning difficulties. 2) to enhance the confidence of students with learning difficulties in mathematics learning. (3) to improve the quality of teachers and improve the classroom teaching measures. In the end, I put the "second middle school" as the "big two middle school" (I regard the "second middle school" as the "big two middle school"; I regard the class under study as the "primary two middle school"; and I transform the management system of teachers in the school into a teaching strategy in disguise and choice. This teaching strategy is applied to the students in the class and is called "implementing the second middle school".) A case study was carried out on the teaching measures in this paper, and the effect of the transformation measures was obtained by comparing them with the previous ones.
【學(xué)位授予單位】：信陽師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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