本文選題：學(xué)習(xí)力 + 農(nóng)村初中�。� 參考：《浙江師范大學(xué)》2015年碩士論文

【摘要】：基礎(chǔ)教育改革的目標(biāo)之一是轉(zhuǎn)變課堂教學(xué)方式以及學(xué)生學(xué)習(xí)方式,讓學(xué)生學(xué)會自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)。教育的出發(fā)點和歸宿點就是學(xué)生的學(xué)習(xí),而學(xué)生學(xué)習(xí)的關(guān)鍵就是學(xué)習(xí)力。學(xué)習(xí)力是一種學(xué)習(xí)的能量、活力。因此,教育工作者在教學(xué)過程中,應(yīng)當(dāng)特別重視對學(xué)生學(xué)習(xí)力的培養(yǎng)。通過對學(xué)生學(xué)習(xí)力和小組合作學(xué)習(xí)的理論建構(gòu),發(fā)現(xiàn)合作學(xué)習(xí)提出的理論對提升學(xué)生學(xué)習(xí)力有很強的指導(dǎo)意義。于是,本文嘗試通過小組合作教學(xué)來提升農(nóng)村初中學(xué)生學(xué)習(xí)力。通過文獻研究法理清學(xué)生學(xué)習(xí)力的內(nèi)涵、要素及各要素的內(nèi)在邏輯關(guān)系。根據(jù)對學(xué)習(xí)力的理解編制農(nóng)村初中學(xué)生學(xué)習(xí)力問卷和課堂觀察量表。通過問卷調(diào)查法了解農(nóng)村初中學(xué)生學(xué)習(xí)力現(xiàn)狀,分析影響學(xué)生學(xué)習(xí)力的因素。結(jié)果表明：農(nóng)村初中學(xué)生已具備基本的學(xué)習(xí)力,但學(xué)習(xí)力水平中等,發(fā)展不均衡,學(xué)生在經(jīng)驗、反思、意志、實踐與活動、批判與創(chuàng)新方面還存在不足。分析原因,這主要是與現(xiàn)在初中階段應(yīng)試環(huán)境下的課堂教學(xué)模式有關(guān)。在實驗班以小組合作為課堂載體,并輔以學(xué)案導(dǎo)學(xué)和過程評價兩大手段,進行實踐探索,并在實踐中發(fā)現(xiàn)問題、不斷修正和完善教學(xué)策略。經(jīng)過一學(xué)年的實踐,通過對學(xué)生的成績變化的分析、課堂觀察、訪談、周記分析以及前后測問卷統(tǒng)計分析,均表明小組合作學(xué)習(xí)能夠激發(fā)學(xué)生的學(xué)習(xí)興趣,提升學(xué)生知識與經(jīng)驗水平,促進學(xué)生養(yǎng)成反思習(xí)慣,提高學(xué)生的課堂參與度與注意力,促進學(xué)生之間的協(xié)作與交往,提升學(xué)生實踐與活動能力,提升學(xué)生批判與創(chuàng)新能力。學(xué)生自主性獲得發(fā)展,綜合素質(zhì)得到提升,有效地提升了學(xué)生的學(xué)習(xí)力。同時,總結(jié)出了一系列有助于提升學(xué)生學(xué)習(xí)力的小組合作課堂的教學(xué)策略：注重學(xué)生合作意識與合作技能的培養(yǎng)；精心選擇合作的內(nèi)容,把握合作的時機；提供接近生活實際的學(xué)習(xí)情境；教師適時準(zhǔn)確地點評；實施分層教學(xué)；及時反饋,及時評價。提升學(xué)生學(xué)習(xí)力的研究是一個長期而又循序漸進的過程,提升學(xué)生學(xué)習(xí)力的途徑有很多,小組合作學(xué)習(xí)只是其中的一種提升途徑,尋找多樣化的提升途徑是后續(xù)值得研究的問題。另外,對學(xué)習(xí)力的理解、影響學(xué)生學(xué)習(xí)力發(fā)展因素的全面性、提升學(xué)習(xí)力策略的多樣性、以及課堂中師生關(guān)系的協(xié)調(diào)等問題都有待進一步研究。
[Abstract]:One of the goals of the basic education reform is to change the classroom teaching method and the students' learning way, so that the students can learn to study independently, cooperate and explore learning. The starting point and destination of education is students' learning, and the key of students' learning is learning ability. Learning is the energy and vitality of learning. Therefore, educators should pay special attention to the cultivation of students' learning ability in the process of teaching. Through the theoretical construction of students' learning ability and group cooperative learning, it is found that the theory put forward by cooperative learning has a strong guiding significance for improving students' learning ability. Therefore, this paper tries to improve the learning ability of rural junior middle school students through group cooperative teaching. This paper clarifies the connotation of students' learning ability, the elements and their internal logical relations through literature research. According to the understanding of learning ability, the questionnaire and classroom observation scale of rural junior middle school students' learning ability were developed. The present situation of rural junior middle school students' learning ability was investigated by questionnaire, and the factors influencing students' learning ability were analyzed. The results show that the rural junior middle school students already have the basic learning ability, but the learning ability level is medium, the development is not balanced, the student still has the insufficiency in the experience, the introspection, the will, the practice and the activity, the criticism and the innovation. Analyzing the reasons, this is mainly related to the classroom teaching mode in the examination-oriented environment in junior middle school. In the experimental class, the group cooperation is used as the classroom carrier, and the learning plan guidance and process evaluation are used to carry out practical exploration, to find problems in practice, and to revise and perfect the teaching strategy. After one year of practice, through the analysis of the students' performance changes, classroom observation, interviews, weekly notes analysis and statistical analysis of pre-and post-test questionnaires, it is shown that group cooperative learning can stimulate students' interest in learning. Improve students' level of knowledge and experience, promote students to form reflective habits, improve students' participation and attention in class, promote cooperation and communication between students, promote students' ability of practice and activity, and enhance students' ability to criticize and innovate. The development of student autonomy and the improvement of comprehensive quality effectively enhance students' learning ability. At the same time, it summarizes a series of teaching strategies of group cooperative classroom, which are helpful to improve students' learning ability: pay attention to the cultivation of students' cooperative consciousness and skills, carefully select the contents of cooperation, and grasp the opportunity of cooperation. Provide learning situation close to the reality of life; timely and accurate comments of teachers; implementation of stratified teaching; timely feedback, timely evaluation. The research of improving students' learning ability is a long-term and gradual process. There are many ways to improve students' learning ability. Group cooperative learning is just one of the ways to improve students' learning ability. Looking for diversified ways of promotion is a problem worth studying in the future. In addition, the understanding of learning ability, the comprehensiveness of factors affecting the development of students' learning ability, the diversity of learning ability strategies, and the coordination of teacher-student relationship in class are all to be further studied.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G632.4

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