發(fā)布時(shí)間：2018-01-01 08:40

  本文關(guān)鍵詞：預(yù)初年級(jí)學(xué)生數(shù)學(xué)學(xué)習(xí)障礙的成因分析和補(bǔ)救教學(xué)策略研究　出處：《上海師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 數(shù)學(xué)學(xué)習(xí)障礙 成因分析 補(bǔ)救教學(xué) 預(yù)初年級(jí)

【摘要】：受西方和臺(tái)灣地區(qū)對(duì)于學(xué)習(xí)障礙的研究影響,近年來內(nèi)地學(xué)者開始關(guān)注學(xué)習(xí)障礙者的成因分析和干預(yù)治療,但形成的理論并不健全。數(shù)學(xué)學(xué)習(xí)障礙作為學(xué)習(xí)障礙的一個(gè)亞型,具有典型意義。本文采用文獻(xiàn)研究、調(diào)查法、訪談法、個(gè)案研究等方法著重探究預(yù)初年級(jí)學(xué)生數(shù)學(xué)學(xué)習(xí)障礙的成因分析,主要通過個(gè)體在生理、心理和環(huán)境作用下所受到的多因素成份影響,結(jié)合筆者對(duì)所代課學(xué)校預(yù)初年級(jí)學(xué)生開展調(diào)查問卷的統(tǒng)計(jì)結(jié)果,對(duì)于不同因素采用了定量和定性相結(jié)合的方法進(jìn)行分析,并給出自己的建議和意見。學(xué)生學(xué)習(xí)的低成就表現(xiàn)影響著整個(gè)教學(xué)活動(dòng),而一線教師并沒有足夠的對(duì)于數(shù)學(xué)學(xué)習(xí)障礙的相關(guān)知識(shí)能夠?qū)@類學(xué)生進(jìn)行補(bǔ)救教學(xué)�，F(xiàn)有的消除或緩解數(shù)學(xué)學(xué)習(xí)障礙策略都傾向于在教師的課堂教學(xué)中,而忽視對(duì)學(xué)生的個(gè)別輔導(dǎo)。對(duì)于消除數(shù)學(xué)學(xué)習(xí)障礙所選取的策略,本文的理論基礎(chǔ)來自臺(tái)灣地區(qū)全民推廣的補(bǔ)救教學(xué)措施。臺(tái)灣的補(bǔ)救教學(xué)是一場在教育界自上而下刮起的大風(fēng)暴,深入到全臺(tái)各區(qū)各校,補(bǔ)救教學(xué)主要采取教師對(duì)學(xué)生課間抽離和課后輔導(dǎo)的方式,對(duì)于不同學(xué)生進(jìn)行有針對(duì)性的輔導(dǎo)和訓(xùn)練,有專門的補(bǔ)救教學(xué)教材,也有學(xué)生網(wǎng)絡(luò)系統(tǒng)可供長期監(jiān)測該生的學(xué)習(xí)狀況。本文中筆者先是給出三種因素影響下形成的數(shù)學(xué)學(xué)習(xí)障礙的補(bǔ)救教學(xué)案例設(shè)計(jì),以期為一線教師對(duì)相應(yīng)狀況的學(xué)生進(jìn)行補(bǔ)救教學(xué)提供理論依據(jù),也為廣大一線教師提供一種思路,希望他們可以在實(shí)際教學(xué)中加以創(chuàng)新和應(yīng)用。之后筆者根據(jù)所教班級(jí)的數(shù)學(xué)學(xué)習(xí)障礙學(xué)生開展個(gè)案研究,為研究對(duì)象制定有針對(duì)性的補(bǔ)救教學(xué)策略,經(jīng)過一學(xué)期的觀察與執(zhí)行補(bǔ)救教學(xué),該生在標(biāo)準(zhǔn)化測試中成績有顯著提升,經(jīng)過考量,可以認(rèn)定補(bǔ)救教學(xué)是可以輔助教師在課間、課后開展,有效控制不同學(xué)生對(duì)于不同類型數(shù)學(xué)學(xué)習(xí)障礙的一種有效策略,值得在今后的研究中繼續(xù)推廣。
[Abstract]:From the West and Taiwan area for the research of the influence of learning disabilities, in recent years the mainland scholars began to cause analysis and intervention on the learning disability, but the theory is not perfect. The mathematical learning disabilities as a subtype of learning disabilities, has the typical significance. This article used literature research, survey method, interview method. The case study focuses on exploring the causes of such preliminary mathematics grade students with learning disabilities, mainly through the influence of many factors in individual physiological components by the psychological and environmental effect, combined with the statistical results of the pre school first grade students to substitute the questionnaire the author, for different factors by quantitative and qualitative methods carries on the analysis, suggestions and opinions and give their students. Low achievement affects the whole teaching activities, and teachers are not enough for Mathematics The related knowledge of learning disabilities can carry out remedial instruction for this kind of students. The existing mathematic learning strategies to eliminate or alleviate the obstacles are inclined in the classroom teaching of teachers, while neglecting students' individual counseling. For the elimination of mathematics learning disabilities selected strategy, this article theoretical basis from national promotion of remedial teaching measures in Taiwan Taiwan area. Remedial teaching is a blow in the educational circles from top to bottom of the storm, into Taiwan district schools, teachers mainly take remedial teaching and after-school tutoring to students out of the way for different classes, students targeted counseling and training, special remedial teaching material, there are also students the network system for long-term monitoring of the student's learning situation. In this paper, the author first remedial teaching case design of learning disabilities are three factors that influence the formation of mathematics, in order to To provide a theoretical basis for teachers to students in the corresponding remedial teaching, but also provides a new idea for the teachers, hope they can be innovative and applied in practical teaching. Then according to the classes taught mathematics to carry out case studies for students with learning disabilities, as the research object to make a remedial teaching strategy of through the observation and execution of remedy, a semester of teaching, the students in the standardized test scores were significantly improved, after consideration, that is remedial teaching can help teachers in class, after class to carry out effective control for different students, an effective strategy for different types of mathematics learning disabilities, worthy of research in the future to continue to promote.

【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6;G760

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