本文選題：小學(xué)數(shù)學(xué) + 掌握學(xué)習(xí)理論��； 參考：《揚(yáng)州大學(xué)》2017年碩士論文

【摘要】：人才強(qiáng)國(guó),教育是一個(gè)國(guó)家永恒不變的話題。教育要從娃娃抓起,小學(xué)教育是重要的教育階段,而我國(guó)鄉(xiāng)村學(xué)�；A(chǔ)教育仍處于劣勢(shì),學(xué)生的基礎(chǔ)薄弱、學(xué)習(xí)的興趣不高、家長(zhǎng)的不重視等因素已成為了妨礙學(xué)生發(fā)展的絆腳石。如何促進(jìn)學(xué)生能夠更好的學(xué)習(xí)?布魯姆提出“掌握學(xué)習(xí)理論”,布魯姆認(rèn)為,沒有教不會(huì)的學(xué)生,只要是智力正常的學(xué)生,經(jīng)過老師的課堂教學(xué)是能夠達(dá)到掌握水平的,即使是那些成績(jī)落后的學(xué)生,經(jīng)過老師不斷的花時(shí)間輔導(dǎo),對(duì)其進(jìn)行不斷的反饋矯正策略也是能使其達(dá)到掌握水平的,在及時(shí)的反饋之后,如果學(xué)生反饋的結(jié)果不理想,教師就要對(duì)其反饋結(jié)果進(jìn)行分析并采取適合的矯正策略,矯正之后再對(duì)其進(jìn)行測(cè)試,測(cè)試通過即達(dá)到了掌握水平,若測(cè)試仍舊未通過,就繼續(xù)對(duì)其進(jìn)行講解矯正,循環(huán)反復(fù),直至其達(dá)到掌握水平為止。掌握學(xué)習(xí)理論意在通過診斷性測(cè)試、學(xué)生定向、常規(guī)授課、反饋矯正、總結(jié)性評(píng)價(jià)等幾個(gè)環(huán)書,面向全體智力正常的學(xué)生,提高其學(xué)習(xí)成績(jī)。筆者在實(shí)習(xí)的鄉(xiāng)村學(xué)校中發(fā)現(xiàn),在五年級(jí)下冊(cè)中,學(xué)生關(guān)于轉(zhuǎn)化策略這一單元的學(xué)習(xí)掌握水平較差,在偶然的機(jī)會(huì)了解到掌握學(xué)習(xí)理論,認(rèn)為將掌握學(xué)習(xí)理論運(yùn)用到五年級(jí)下冊(cè)轉(zhuǎn)化策略這一章節(jié)進(jìn)行教學(xué)研究可能會(huì)比較有效果。在進(jìn)行此教學(xué)研究前,我對(duì)學(xué)生的整體水平做了深入的了解研究,發(fā)現(xiàn)鄉(xiāng)村學(xué)校孩子的學(xué)習(xí)質(zhì)量還是有待提高的,且班上學(xué)生有兩極分化的趨勢(shì)。在進(jìn)行教學(xué)之前,我對(duì)五年級(jí)下轉(zhuǎn)化策略教學(xué)的課本內(nèi)容也進(jìn)行的認(rèn)真研究,也翻看了前人以往對(duì)于轉(zhuǎn)化策略的教學(xué)運(yùn)用了什么樣的方式方法及其教學(xué)效果,用以借鑒。而后又對(duì)掌握學(xué)習(xí)理論的具體實(shí)施環(huán)節(jié)進(jìn)行梳理,在腦海中形成將其運(yùn)用到轉(zhuǎn)化策略教學(xué)實(shí)施的大體框架。也就是先對(duì)學(xué)生進(jìn)行診斷性測(cè)驗(yàn),對(duì)學(xué)生先前知識(shí)到此單元學(xué)習(xí)的過渡有一個(gè)具體定向,然后進(jìn)行常規(guī)授課,在課堂授課時(shí)要注意及時(shí)的通過提問、作業(yè)等方式得到學(xué)生具體的學(xué)習(xí)掌握情況,再就學(xué)生的知識(shí)掌握情況進(jìn)行適合的矯正策略,最后再總結(jié)性評(píng)價(jià)將此次掌握學(xué)習(xí)理論的運(yùn)用進(jìn)行綜合評(píng)價(jià)。在本次的將掌握學(xué)習(xí)理論運(yùn)用到五年級(jí)轉(zhuǎn)化策略的教學(xué)研究中,可以從最終的效果分析中看出,還是卓有成效的。在這種理論下,基本每個(gè)智力正常的學(xué)生都達(dá)到了掌握水平。
[Abstract]:Education is an eternal topic for a country. Primary school education is an important stage of education, while basic education in rural schools in China is still at a disadvantage, students' foundation is weak, and their interest in learning is not high. Parents' neglect has become a stumbling block to the development of students. How to promote students to learn better? Bloom puts forward the "mastery learning theory." Bloom believes that students who cannot teach, as long as they are students with normal intelligence, can achieve mastery level through classroom teaching by teachers, even those students who are lagging behind in grades. After the teacher takes the time to tutoring, the constant feedback correction strategy can also make it to the level of mastery, after the timely feedback, if the student feedback results are not ideal, Teachers should analyze their feedback results and adopt appropriate corrective strategies, and then test them after correction. If the test is still not passed, they will continue to explain it and correct it again and again. Until it reaches the level of mastery. The aim of mastering learning theory is to improve students' academic achievement by means of diagnostic test, student orientation, routine teaching, feedback correction, summative evaluation and so on. The author found that in the fifth grade in the rural schools, the students' learning level of the transformation strategy unit was poor, and the learning theory of mastering learning was learned by chance. It is considered that it may be more effective to apply mastering learning theory to the translation strategy of fifth grade. Before carrying out this teaching research, I have made a thorough understanding of the students' overall level, and found that the study quality of children in rural schools still needs to be improved, and the students in the class have a tendency of polarization. Before carrying on the teaching, I also carried on the careful research to the fifth grade transformation strategy teaching textbook content, also looked through the predecessor to transform the strategy teaching to use in the past what way method and the teaching effect, used for the reference. Then it combs the specific implementation of learning theory and forms a general framework to apply it to the implementation of transforming strategy teaching in mind. That is to say, the students are given diagnostic tests first, and there is a specific orientation to the transition of the students' prior knowledge to this unit, and then regular teaching is conducted. In the classroom teaching, attention should be paid to timely passing of questions. The students' specific learning mastery is obtained through homework, and then the appropriate corrective strategies are carried out on the students' knowledge mastery. Finally, the comprehensive evaluation of the application of the mastering learning theory is carried out by summing up the evaluation. Applying mastering learning theory to the fifth grade transformation strategy teaching research can be seen from the final effect analysis, or fruitful. In this theory, basically every normal intelligence students have reached the level of mastery.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

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