成教班數(shù)學(xué)差生轉(zhuǎn)換研究
發(fā)布時間：2018-07-18 16:08
【摘要】：本文主要是探討成教學(xué)生的轉(zhuǎn)換,期望通過筆者的研究對培養(yǎng)成教生提供一些策略和建議。 差生問題,是基礎(chǔ)教育中的一個大問題。長期以來,針對基礎(chǔ)教育和高等教育的研究很多,對于職業(yè)高中的研究也有很多,但是對成教學(xué)生的研究卻很少。筆者接觸過很多的成教生,并且有幸給他們進行了為期一年的教學(xué)。成教生中也有很多“優(yōu)秀”的學(xué)生 所以筆者認為研究他們是有必要,而且是可行的。 筆者在教學(xué)過程中發(fā)現(xiàn),這些學(xué)生在面對初高中的知識時,反應(yīng)遲緩。而當筆者提出一些“較難的”問題時,他們有時卻又有一些很巧妙的思路。這些問題是指一些初等的數(shù)學(xué)建模問題。所以筆者提出一個假設(shè)：他們不愿意學(xué)數(shù)學(xué),討厭數(shù)學(xué)的原因是他們學(xué)的數(shù)學(xué)太“簡單”了。 筆者試圖通過：教學(xué)實驗和課堂觀察來進行研究。 筆者認為轉(zhuǎn)換差生應(yīng)該遵循以下策略： (一)關(guān)注差生：在筆者面對的很多差生中,有很多人有自卑感。但是在他們當中也有很多優(yōu)秀的同學(xué),他們或考上研究生或找到了很好的工作。其實關(guān)注差生,不一定要保證他們的成績會提高多少,但是至少可以讓他們有信心,他們可以做出甚至超出“優(yōu)生”的“成績”。換句話說,筆者認為,其實并不存在差生,他們只是不會考試罷了。 (二)選材：選材就是選好的問題。希爾伯特說過“好的問題”,其標準有二：一是清晰易懂；二是難而又可解決。例如初等“數(shù)學(xué)建模”的問題就很好的符合這些準則。再則,選材最好選身邊的問題。例如筆者講解“假設(shè)檢驗”時,就以大學(xué)生在面對產(chǎn)品推銷時上當受騙的經(jīng)驗為例。還有一些數(shù)學(xué)謎題、游戲等等,他們可以參與,積極性都很高。 (三)課堂內(nèi)容的難易度：筆者認為,學(xué)生是可以“理解”這種很難的數(shù)學(xué)問題的,只是不會自己“操作”。所以筆者就有意的加大了一些問題的難度,但發(fā)現(xiàn)依然有很多人可以提出很好的解法。 通過筆者的努力,成教生都發(fā)生了明顯的轉(zhuǎn)化。 筆者對參加成考的學(xué)生進行了為期三個月的復(fù)習(xí)。筆者采用了學(xué)生提問,筆者來回答,再講知識這種模式來進行教學(xué)。最終,成教班由模擬時的平均成績：64.29分,及格率為：20%,提高到2011年成考時的80.69分,和43%。 針對通過成考后的學(xué)生,筆者就應(yīng)用前面的假設(shè)。更改了部分教學(xué)的內(nèi)容,通過模擬情景,讓學(xué)生發(fā)現(xiàn)問題、解決問題的模式進行教學(xué)。在第5章,筆者列舉了部分使用過的案例。通過這些案例,學(xué)生對數(shù)學(xué)的畏懼心理少了,使他們了解到在日常生活當中,無時無刻都在使用數(shù)學(xué)。 本文擬創(chuàng)新之處：長期以來,對于成教學(xué)生的研究都是被忽視的。筆者提出了一個新的觀念：使用“困難”的問題進行講解,同樣可以使得學(xué)生有收獲。 不足之處：現(xiàn)階段,國內(nèi)外對于成教生的研究都很少,筆者參考的理論依據(jù)都來至于基礎(chǔ)教育的差生研究；因為筆者的時間和能力有限,其中肯定有很多不足之處。
[Abstract]:This article mainly discusses the transformation of adult students, and hopes to provide some strategies and suggestions for training adult students through the author's research.
The problem of poor students is a big problem in basic education. For a long time, there are a lot of research on basic and higher education, and there are many studies on vocational high school, but there are few research on adult students. I have been in contact with many adult students and have the privilege to teach them for a year. A number of "excellent" students
Therefore, I think it is necessary and feasible to study them.
In the course of the teaching, I found that these students were slow to respond to the knowledge of early and high school. And when I put forward some "difficult" questions, they sometimes have some very clever ideas. These problems refer to some elementary mathematical modeling problems. So I put forward a hypothesis that they are not willing to learn mathematics. The reason for math is that their math is too simple.
The author attempts to conduct research through teaching experiments and classroom observation.
The author believes that the following strategies should be followed to transform poor students.
(1) pay attention to poor students: in many of the poor students I face, many people have a sense of inferiority. But there are also a lot of good students among them. They either take a graduate student or find a good job. In fact, paying attention to the poor students does not necessarily guarantee their achievements, but at least they can make them confident that they can. In other words, I do not think there are poor students. They just do not test.
(two) material selection: selection is a good choice. Hilbert said that "good problems", the standard has two: one is clear and easy to understand; two is difficult and can be solved. For example, the problem of elementary "mathematical modeling" is well conformed to these criteria. For example, college students are being cheated on product marketing. There are still some mathematical puzzles, games and so on. They can participate and have high enthusiasm.
(three) the difficulty of classroom content: the author believes that students can "understand" this difficult mathematical problem, but will not "operate" themselves. So I have deliberately increased the difficulty of some problems, but there are still a lot of people who can put forward a good solution.
Through the author's efforts, adult education students have undergone obvious transformation.
The author took three months of review for the students who participated in the examination. The author took the students' questions, and the author answered, and then said the pattern of knowledge to teach. Finally, the average achievement of the teaching class was 64.29 points, and the passing rate was 20%, and increased to 80.69 points in 2011, and 43%.
In the fifth chapter, the author lists some of the cases used in the fifth chapter. Through these cases, the students' fear of mathematics is less, so that they understand the day in the day. In ordinary life, mathematics is used all the time.
Innovation in this article: for a long time, the study of adult students has been ignored. I put forward a new idea: the use of "difficult" questions to explain, can also make students gain.
Inadequacies: at the present stage, there are few studies on the adult students at home and abroad, and the author's theoretical basis is based on the study of the poor students in basic education; because of the limited time and ability of the author, there must be a lot of shortcomings.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G724
本文編號：2132436
[Abstract]:This article mainly discusses the transformation of adult students, and hopes to provide some strategies and suggestions for training adult students through the author's research.
The problem of poor students is a big problem in basic education. For a long time, there are a lot of research on basic and higher education, and there are many studies on vocational high school, but there are few research on adult students. I have been in contact with many adult students and have the privilege to teach them for a year. A number of "excellent" students
Therefore, I think it is necessary and feasible to study them.
In the course of the teaching, I found that these students were slow to respond to the knowledge of early and high school. And when I put forward some "difficult" questions, they sometimes have some very clever ideas. These problems refer to some elementary mathematical modeling problems. So I put forward a hypothesis that they are not willing to learn mathematics. The reason for math is that their math is too simple.
The author attempts to conduct research through teaching experiments and classroom observation.
The author believes that the following strategies should be followed to transform poor students.
(1) pay attention to poor students: in many of the poor students I face, many people have a sense of inferiority. But there are also a lot of good students among them. They either take a graduate student or find a good job. In fact, paying attention to the poor students does not necessarily guarantee their achievements, but at least they can make them confident that they can. In other words, I do not think there are poor students. They just do not test.
(two) material selection: selection is a good choice. Hilbert said that "good problems", the standard has two: one is clear and easy to understand; two is difficult and can be solved. For example, the problem of elementary "mathematical modeling" is well conformed to these criteria. For example, college students are being cheated on product marketing. There are still some mathematical puzzles, games and so on. They can participate and have high enthusiasm.
(three) the difficulty of classroom content: the author believes that students can "understand" this difficult mathematical problem, but will not "operate" themselves. So I have deliberately increased the difficulty of some problems, but there are still a lot of people who can put forward a good solution.
Through the author's efforts, adult education students have undergone obvious transformation.
The author took three months of review for the students who participated in the examination. The author took the students' questions, and the author answered, and then said the pattern of knowledge to teach. Finally, the average achievement of the teaching class was 64.29 points, and the passing rate was 20%, and increased to 80.69 points in 2011, and 43%.
In the fifth chapter, the author lists some of the cases used in the fifth chapter. Through these cases, the students' fear of mathematics is less, so that they understand the day in the day. In ordinary life, mathematics is used all the time.
Innovation in this article: for a long time, the study of adult students has been ignored. I put forward a new idea: the use of "difficult" questions to explain, can also make students gain.
Inadequacies: at the present stage, there are few studies on the adult students at home and abroad, and the author's theoretical basis is based on the study of the poor students in basic education; because of the limited time and ability of the author, there must be a lot of shortcomings.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G724
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2 吳麗華;初中數(shù)學(xué)差生思維因素的心理分析[J];數(shù)學(xué)教育學(xué)報;1993年01期
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