本文選題：農村小學 + 留守兒童　； 參考：《南京師范大學》2017年碩士論文

【摘要】：隨著城鄉(xiāng)現代化進程的不斷加快,農村剩余勞動力大規(guī)模地向城市轉移,與此相應的是,農村留守兒童的出現和不斷增加。所謂農村留守兒童,是指父母雙方或一方從農村流動到其他地區(qū),孩子留在戶籍所在地的農村地區(qū),并因此不能和父母雙方共同生活在一起的兒童。由于留守兒童多數由父母其中一人或祖輩、親友等人監(jiān)護,其監(jiān)護人沒有精力或能力監(jiān)督指導他們的學習,最終導致留守兒童形成了許多不良的數學學習習慣。數學學習習慣是學習主體在數學學科的學習過程中經過反復練習形成的、并發(fā)展成為個體的一種需要的自動化學習的行為方式。小學階段是數學學習習慣培養(yǎng)的關鍵時期,因此加強對留守兒童良好數學學習習慣的培養(yǎng)具有重要的意義。通過對相關資料的研究了解到,我國在留守兒童的數學學習習慣方面的研究相對較少,缺乏一定的針對性。而本研究具有很強的針對性,主要研究農村小學留守兒童的良好數學學習習慣的培養(yǎng)。本文首先闡述了培養(yǎng)農村小學留守兒童良好數學學習習慣的研究背景、目的和意義、內容和方法,對國內外關于相關課題的研究現狀進行了整理與分析。其次,分析了留守兒童、數學學習習慣的內涵,介紹小學數學學習習慣的特點,并從自身、學校、家庭、社會等4個方面分析了影響數學學習習慣培養(yǎng)的因素,且從行為主義學習理論、認知主義學習理論、建構主義學習理論的視角對培養(yǎng)農村小學留守兒童良好的數學學習習慣的生理機制、行為習慣、內部誘因等要素進行了全面的分析。筆者在參考了大量的文獻資料的基礎上,編制了留守兒童數學學習習慣調查問卷和教師的訪談問卷。通過問卷對以.定遠縣天河小學為例的留守兒童的數學學習習慣的現狀進行調查和分析,調查結果顯示大多數留守兒童在課前準備習慣、課堂聽課習慣、課后復習習慣、書寫作業(yè)習慣、課外閱讀習慣、學習計劃習慣、反思質疑習慣、合作探究習慣等八個方面的習慣較差。最后,筆者提出基于小組互助模式下的農村小學留守兒童數學學習習慣的培養(yǎng)策略。筆者根據農村地域性特點及農村小學留守兒童的家庭特點、心理特點等,采用小組互助模式的培養(yǎng)策略對農村小學留守兒童的數學學習習慣進行實踐研究,且將互助小組分為課堂互助小組和課后互助小組,并把培養(yǎng)過程分為三個階段,通過這三個階段的培養(yǎng),循序漸進地提高農村小學留守兒童的數學學習習慣。通過對四名農村小學留守兒童的典型案例的分析,結合筆者在教學實踐中的經驗得出農村小學留守兒童良好數學學習習慣包括課前準備習慣、課堂聽課習慣、課后復習習慣、書寫作業(yè)習慣、課外閱讀習慣、學習計劃習慣、反思質疑習慣、合作探究習慣等八個方面的培養(yǎng)策略。
[Abstract]:With the rapid development of urban and rural modernization, the surplus labor force in rural areas has been transferred to cities on a large scale. Accordingly, the emergence and increase of left-behind children in rural areas. The so-called left-behind children in rural areas refer to children whose parents or one of them move from rural areas to other areas, where the children remain in the rural areas where they are registered, and therefore cannot live together with their parents. As most of the left-behind children are supervised by one of their parents or grandparents, their guardians have no energy or ability to supervise and guide their study, which leads to the formation of many bad mathematical learning habits of left-behind children. The habit of learning mathematics is formed by the main body of learning through repeated practice in the course of learning mathematics subject, and has developed into a kind of behavior mode of automatic learning that the individual needs. The primary school stage is the key period for the cultivation of mathematics learning habits, so it is of great significance to strengthen the cultivation of good mathematics learning habits of left-behind children. Through the study of relevant data, we can find out that the study on mathematics learning habits of left-behind children in our country is relatively few and lacks some pertinence. And this research has very strong pertinence, mainly studies the good mathematics study habit of the rural primary school left-behind children. This paper first expounds the research background, purpose and significance, contents and methods of cultivating good mathematical learning habits of left-behind children in rural primary schools, and analyzes the current research situation of related subjects at home and abroad. Secondly, it analyzes the connotation of left-behind children and mathematics learning habits, introduces the characteristics of primary school mathematics learning habits, and analyzes the factors that affect the cultivation of mathematics learning habits from four aspects: self, school, family and society. And from the perspective of behaviorism learning theory, cognitive learning theory and constructivism learning theory, it can help to cultivate the physiological mechanism and behavior habits of rural primary school left-behind children. Internal inducement and other factors are comprehensively analyzed. On the basis of reference to a large number of literature, the author compiled the questionnaire of mathematics learning habits of left-behind children and the interview questionnaire of teachers. Through the questionnaire. The present situation of left-behind children's study habits in Tianhe Primary School in Dingyuan County is investigated and analyzed. The results show that the majority of left-behind children are prepared before class, listening to class, reviewing after class and writing homework. Reading habits, learning planning habits, reflection and questioning habits, cooperative inquiry habits and other eight habits are poor. Finally, the author puts forward the strategies of cultivating mathematics learning habits of left-behind children in rural primary schools based on group mutual aid model. According to the regional characteristics of rural areas and the family and psychological characteristics of left-behind children in rural primary schools, the author adopts the cultivation strategy of group mutual aid model to carry out practical research on the mathematical learning habits of left-behind children in rural primary schools. And the mutual aid group is divided into classroom mutual aid group and after-class mutual aid group, and the training process is divided into three stages. Through the cultivation of these three stages, the mathematics learning habits of rural primary school left-behind children can be improved step by step. Through the analysis of the typical cases of four rural primary school left-behind children, combined with the author's experience in teaching practice, it is concluded that the good mathematics study habits of the rural primary school left-behind children include the habit of preparing before class, listening to class and reviewing after class. The training strategies include homework habit, reading habit after class, study plan habit, introspection and questioning habit, cooperative inquiry habit and so on.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.5

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本文編號：1804297