【摘要】：雖然隨著社會(huì)的發(fā)展，我國(guó)的教育水平也得到了許多國(guó)家的廣泛認(rèn)可，但是后進(jìn)生的教育問(wèn)題仍是所有的教育工作者都會(huì)遇到的問(wèn)題，每個(gè)班級(jí)或多或少會(huì)有一些后進(jìn)生。數(shù)學(xué)后進(jìn)生在后進(jìn)生的人數(shù)中占據(jù)著較大的比例。傳統(tǒng)的課堂教育面向的是大多數(shù)的學(xué)生，教師在課堂授課的時(shí)候無(wú)法完全照顧到基礎(chǔ)比較薄弱，行為習(xí)慣比較差的后進(jìn)學(xué)生。在本研究中筆者用傳統(tǒng)解決策略結(jié)合當(dāng)代社會(huì)的發(fā)展特征，嘗試用新的教學(xué)方式——微課程教學(xué)，將其運(yùn)用于數(shù)學(xué)后進(jìn)生的教學(xué)中，雖然不能面對(duì)面的幫助學(xué)生解決學(xué)習(xí)困難的問(wèn)題，但是通過(guò)視頻教學(xué)一樣能夠達(dá)到知識(shí)點(diǎn)再鞏固的作用。 全文共分五個(gè)部分展開論述： 第一部分首先從對(duì)數(shù)學(xué)后進(jìn)生的現(xiàn)狀與“微”時(shí)代下的教學(xué)理念再顛覆的背景下闡明了本研究的必要性與實(shí)用性。 第二部分總結(jié)梳理了與數(shù)學(xué)后進(jìn)生和微課程有關(guān)的理論和實(shí)踐，，并對(duì)相關(guān)文獻(xiàn)進(jìn)行綜合論述，理清其歷史脈絡(luò)。 第三部分首先對(duì)內(nèi)因型和外因型后進(jìn)生進(jìn)行了學(xué)習(xí)需求分析，然后對(duì)微課程的教學(xué)目標(biāo)設(shè)定、教學(xué)內(nèi)容的安排、微課程的制作與實(shí)施進(jìn)行了闡述。 第四部分針對(duì)微課程對(duì)數(shù)學(xué)后進(jìn)生的影響進(jìn)行個(gè)案分析。 第五部分對(duì)本研究進(jìn)行總結(jié)，概括論文成果、創(chuàng)新點(diǎn)以及需要改進(jìn)的方面，對(duì)后續(xù)研究方向提出展望。
[Abstract]:With the development of the society, the education level of our country has been widely recognized by many countries, but the problem of education of the backward students is still the problem that all the educators will meet, each class will have some backward students more or less. Mathematics underachievers occupy a large proportion in the number of underachievers. Traditional classroom education is for the majority of students, teachers in the classroom teaching can not fully take care of the weak foundation, poor behavior habits of the backward students. In this research, the author uses the traditional solution strategy to combine the development characteristic of the contemporary society, tries to use the new teaching method-the micro-course teaching, applies it to the mathematics backward student's teaching. Although can not help students face-to-face to solve the problem of learning difficulties, but through video teaching can also achieve the role of re-consolidation of knowledge points. The thesis is divided into five parts: the first part expounds the necessity and practicability of this study from the background of the present situation of the backward students in mathematics and the subversion of the teaching ideas in the "micro" era. The second part summarizes and combs the theory and practice related to the mathematics underachievers and microcourses, and comprehensively discusses the relevant literature to clarify its historical context. In the third part, the author analyzes the learning needs of the underachievers of internal and external causes, and then expounds the setting of teaching objectives, the arrangement of teaching contents and the making and implementation of microcourses. The fourth part is a case study on the impact of micro-curriculum on mathematics underachievers. The fifth part summarizes the research, summarizes the achievements, innovations and aspects that need improvement, and puts forward the future research direction.
【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】：2014
【分類號(hào)】：G434;G623.5

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