本文選題：數學學困生 + 轉化�。� 參考：《信陽師范學院》2015年碩士論文

【摘要】：對學困生產生原因和轉化措施的研究來說,大多數偏向于理論研究,采用調查研究的不多。為此,本研究選擇以W中學為例,進行調查研究。研究W中學初中生數學學困生的現狀,進一步研究學困生轉化的措施,旨在提升學困生數學學習能力,為其學會學習、終身學習奠定基礎。期待本研究對學困生的轉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,明確學困生的界定、學困生產生原因以及轉化措施,為本研究奠定理論基礎；對w中學九年級100名學困生和30名一線教師進行問卷調查,通過問卷調查,分析并且總結了產生學困生的原因；針對這些原因提出“大二中里面實行小二中”的教學策略,最后對w中學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,驗證措施轉化的效果。 研究發(fā)現,(1)數學“學困生”具有意志力薄弱、對數學不感興趣、沒有良好的學習習慣、和數學老師之間有隔閡等共同特點；(2)數學教師的教學策略對學困生的形成起著至關重要的作用,這也是轉化學困生的關鍵。本文從教師角度提出轉化學困生的方法：(1)提高學困生的數學學習興趣,(2)增強學困生數學學習信心,(3)提高教師自身素質,(4)改善課堂教學措施。 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”,把學校里面對教師的管理制度變相和選擇的改編成教學策略,在班里應用到學生身上,把這種教學策略稱為“大二中里面實行小二中”。)的教學措施進行了案例研究,與前面的進行了比較得出轉化措施的效果。
[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.
【學位授予單位】：信陽師范學院
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

【參考文獻】

相關期刊論文 前10條

1 沈夏佳;;如何轉化高中數學學困生[J];中國科教創(chuàng)新導刊;2012年21期

2 馮榮萍;;初中數學學困生的教育策略探究[J];才智;2013年04期

3 謝斌;國外“學業(yè)不良”研究的幾個歷史階段[J];教學與管理;1998年Z1期

4 單樂;;試論高中數學課堂教學中學困生的轉化[J];語數外學習(數學教育);2012年10期

5 祝相宇;;淺議中學數學學困生的成因及教學策略[J];科技信息;2012年29期

6 張賢玉;;農村高中數學學困生心理分析及對策[J];課程教育研究;2012年29期

7 張生福;;小學低段數學學困生的成因及對策[J];教育實踐與研究(A);2013年05期

8 劉燕峰;;用鼓勵點亮心燈——小學數學高年級“學困生”的教學激勵策略探究[J];教師;2013年22期

9 孫靜慧;;高中數學教學中學困生學習效率的提高策略[J];課程教育研究;2013年35期

10 孫銘遠;;高中數學學困生學習障礙的轉化策略分析[J];語數外學習(數學教育);2013年11期

，

本文編號：2011931