本文選題：初中語(yǔ)文 + 語(yǔ)文學(xué)困生��； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：學(xué)困生是學(xué)校教育中客觀存在的一個(gè)群體。學(xué)困生指的是,智力處在正常范圍內(nèi),但由于某些個(gè)人的或外部的因素,導(dǎo)致其學(xué)習(xí)效率低下,學(xué)習(xí)成績(jī)難以達(dá)到預(yù)期教學(xué)目標(biāo)的學(xué)生。這種學(xué)習(xí)狀態(tài)依靠科學(xué)合理的教育訓(xùn)練可以改變。本論文從主觀和客觀兩個(gè)方面分別從學(xué)語(yǔ)文學(xué)困生自身、他們的家庭、學(xué)校及教師等方面來(lái)研究語(yǔ)文學(xué)困生的形成原因。理論上主要從學(xué)習(xí)理論、教師期待效應(yīng)和最近發(fā)展區(qū)等三個(gè)理論來(lái)探索語(yǔ)文學(xué)困生的成因。本文研究的是語(yǔ)文學(xué)科范圍內(nèi)的學(xué)困生,他們有一個(gè)顯著的特點(diǎn)：語(yǔ)文學(xué)科成績(jī)穩(wěn)定,而且長(zhǎng)期達(dá)不到全班學(xué)生的平均水平。從初中語(yǔ)文的學(xué)科特點(diǎn)入手,語(yǔ)文學(xué)困生可以分為四類：閱讀學(xué)困生、寫(xiě)作學(xué)困生、語(yǔ)言運(yùn)用學(xué)困生和識(shí)記學(xué)困生。在實(shí)際的語(yǔ)文教學(xué)過(guò)程中,教學(xué)難度越大,教學(xué)內(nèi)容愈多,語(yǔ)文學(xué)困生的數(shù)量也相應(yīng)地增多。因此,在解決語(yǔ)文學(xué)困生的相關(guān)問(wèn)題方面,需要顧及學(xué)生的層級(jí)的特點(diǎn),并調(diào)整與之相適應(yīng)的語(yǔ)文教學(xué)內(nèi)容,尤其要注意分層教學(xué)在語(yǔ)文教學(xué)中的實(shí)際運(yùn)用。本文選取以上有代表性的四類學(xué)生,結(jié)合個(gè)人在實(shí)際教學(xué)工作中的應(yīng)對(duì)措施和轉(zhuǎn)化策略,為一線初中語(yǔ)文教師提供一個(gè)可供參考的視角,以便促進(jìn)語(yǔ)文教育教學(xué)實(shí)踐工作中關(guān)于學(xué)困生問(wèn)題的思考和解決。
[Abstract]:Students with learning difficulties are an objective group in school education. Students with learning difficulties refer to students whose intelligence is in the normal range but whose learning efficiency is low due to some personal or external factors and their learning achievement is difficult to reach the expected teaching goal. This learning state can be changed by scientific and reasonable education and training. This paper studies the causes of Chinese learning difficulties from subjective and objective aspects, such as students with learning difficulties themselves, their families, schools and teachers. Theoretically, it explores the causes of Chinese learning difficulties from the three theories of learning theory, teacher expectation effect and proximal development area. This paper studies the students with learning difficulties in the field of Chinese subject. They have a remarkable characteristic: the achievement of Chinese subject is stable, and they can not reach the average level of the whole class for a long time. Starting with the characteristics of Chinese in junior middle school, the students with Chinese learning difficulties can be divided into four categories: those with reading difficulties, those with learning difficulties in writing, those with learning difficulties in language use and those with learning difficulties in memorizing. In the course of actual Chinese teaching, the more difficult the teaching, the more the teaching content, the more the number of students with Chinese learning difficulties. Therefore, in order to solve the related problems of students with Chinese learning difficulties, we should take into account the characteristics of the students' levels, adjust the contents of Chinese teaching, and pay special attention to the practical application of stratified teaching in Chinese teaching. This article selects the above representative four kinds of students, unifies the individual in the actual teaching work the countermeasure and the transformation strategy, provides a reference angle for the front-line junior middle school Chinese teacher, In order to promote the practice of Chinese education and teaching on the problems of students with learning difficulties to think and solve.
【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)】：G633.3

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