【摘要】：高中生物學困生的轉(zhuǎn)化,是在生物教師、生物學困生本人及家庭成員等三方共同努力下,依靠一定的轉(zhuǎn)化策略,使生物學困生的生物成績達到高中生物課程標準要求的一項工作。當前,對英語、數(shù)學等科目學困生的研究很多,但對生物學困生的研究少之又少,對廣州市高中生物學困生的研究就更少,因此對廣州地區(qū)高中生物學困生的成因分析以及轉(zhuǎn)化策略的研究具有重要意義。本文通過對廣州市高中學生生物學習狀況的問卷調(diào)查,結(jié)合對高中生物教師、部分生物學困生代表以及有關(guān)班主任的訪談情況,分別從生物學困生產(chǎn)生的內(nèi)在原因(內(nèi)因)以及外在原因(外因)兩方面進行分析,最后得出結(jié)論:生物學困生產(chǎn)生的內(nèi)因主要有情緒不穩(wěn)定、意志力薄弱、學習興趣缺失、學習方法不當、學習習慣不良、基礎(chǔ)薄弱、自信心不足;生物學困生產(chǎn)生的外因主要有家庭、學校、社會,生物教材的編排不合理等方面,其中社會和家庭一般是環(huán)境不良,而學校一般是生物教師以及學校管理層等方面存在的問題。根據(jù)調(diào)查顯示,內(nèi)因才是廣州市高中生物學困生形成的主要原因,為此筆者將高中生物學困生劃分為七種類型:情緒不穩(wěn)定型、意志力薄弱型、學習興趣缺乏型、學習方法不當型、學習習慣不良型、基礎(chǔ)薄弱型、自信心不足型。在轉(zhuǎn)化策略這一部分,筆者按照高中生物《課程標準》的要求,利用人本教育理論、個性差異理論、格式塔理論、建構(gòu)主義理論、艾賓浩斯遺忘曲線規(guī)律、多元智力理論,成功教育理論等國內(nèi)外先進理論,結(jié)合高中生物學困生的特點,從高中生物教師的角度提出了以下轉(zhuǎn)化策略:一是給每位生物學困生建立學習狀況資料庫;二是生物教師要充分利用課余時間多和學困生進行溝通教育,給生物學困生傳授一些控制情緒、培養(yǎng)頑強的意志力、制定科學的學習方法、端正學習態(tài)度,樹立自信心等方面的方式和方法;三是生物教師要完善課堂教學策略,充分利用40分鐘的課堂教學,激發(fā)學生的學習興趣、培養(yǎng)學生的生物思維能力、提高學生的學習效率,讓學生在學習生物知識的同時,能輕松體驗到成功的喜悅;四是在課余時間給生物學困生進行個性化輔導。以上策略并不是單獨實施的,在實施轉(zhuǎn)化策略的時候各個策略相互結(jié)合,才能達到最佳的轉(zhuǎn)化效果。受限于不同地區(qū)、不同學校生源質(zhì)量的參差不齊,每個學校對高中生物學困生的評價標準都不相同,國家示范高中廣雅中學的生物學困生到了其他學校也可能是生物學優(yōu)生或者中等生。由此看來,高中生物學困生其實是一個相對概念,他們在學習生物的過程中,出現(xiàn)學習困難的現(xiàn)象只是暫時的,只要在生物教師以及學生雙方共同努力下,每一位高中生物學困生都有機會成為生物學優(yōu)生。
[Abstract]:The transformation of senior high school biology students with learning difficulties depends on certain transformation strategies under the joint efforts of biology teachers, biology students with learning difficulties themselves and family members. The work of making biology achievement of biology students meet the requirements of senior high school biology curriculum standard. At present, there are a lot of studies on students with learning difficulties in English, mathematics and other subjects, but there are very few studies on students with learning difficulties in biology, and even less on students with learning difficulties in senior high schools in Guangzhou. Therefore, it is of great significance to analyze the causes of high school biology learning difficulties in Guangzhou and to study the transformation strategies. Based on the questionnaire survey of biology learning status of senior high school students in Guangzhou, this paper combines the interviews with biology teachers, some representatives of biology students with learning difficulties and the teachers in charge of the class. This paper analyzes the internal causes (internal causes) and external causes (external causes) of the students with learning difficulties in biology, and concludes that the internal causes of the students with learning difficulties in biology are mainly emotional instability, weak willpower and lack of interest in learning. Improper learning methods, poor learning habits, weak foundation, lack of self-confidence; The main external causes of students with learning difficulties in biology are the unreasonable arrangement of family, school, society and biology teaching materials, among which the society and family are generally poor environment, while the school is generally the problem of biology teachers and school management. According to the investigation, the internal cause is the main reason for the formation of senior high school biology students with learning difficulties. For this reason, the author divides the senior high school students with biology learning difficulties into seven types: emotional instability, weak willpower, lack of interest in learning. Improper learning methods, poor learning habits, weak foundation, low self-confidence. In this part of the transformation strategy, according to the request of the senior high school biology "Curriculum Standard", the author uses the theory of humanism education, the theory of personality difference, the theory of Gestalt, the theory of constructivism, the law of Ibinhaos forgetting curve, the theory of multiple intelligence. The successful education theory and other advanced theories at home and abroad, combined with the characteristics of senior high school biology students with learning difficulties, put forward the following transformation strategies from the perspective of senior high school biology teachers: first, to establish a database of learning conditions for each student with biological learning difficulties; Second, biology teachers should make full use of their spare time to communicate with students with learning difficulties, teach them some control emotions, cultivate tenacious willpower, formulate scientific learning methods, and correct their learning attitudes. The ways and methods of building up self-confidence and so on; Third, biology teachers should perfect classroom teaching strategies, make full use of 40-minute classroom teaching, stimulate students' interest in learning, cultivate students' biological thinking ability, improve students' learning efficiency, and let students learn biological knowledge at the same time. Can easily experience the joy of success; Fourth, in the spare time for students with biological learning difficulties personalized counseling. The above strategies are not implemented alone. When implementing the transformation strategy, each strategy can be combined to achieve the best transformation effect. Limited by different regions, the quality of students in different schools varies, and each school has different evaluation criteria for senior high school students with biological difficulties. Students with biology difficulties in Guang Ya Middle School, a national model high school, may also be gifted or secondary students in other schools. In view of this, high school biology students with learning difficulties are actually a relative concept. In the process of learning biology, the phenomenon of learning difficulties is only temporary, as long as biology teachers and students work together, Every senior high school student with biology difficulties has the chance to become an excellent biology student.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.91

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