本文選題：初中物理　切入點(diǎn)：賞識教育　出處：《上海師范大學(xué)》2017年碩士論文

【摘要】：百年大計(jì),教育為本。我國教育倡導(dǎo)以人為本,以學(xué)生為中心,培養(yǎng)全面發(fā)展的人才,讓每個學(xué)生受到民主平等的對待,讓每個學(xué)生的個性都能夠得到充分的發(fā)展。然而在現(xiàn)行的教育體制下,大多數(shù)的學(xué)校仍采用應(yīng)試教育,素質(zhì)教育未得到實(shí)際的落實(shí),致使一部分學(xué)生沒有達(dá)到課程標(biāo)準(zhǔn)的要求,成為所謂的學(xué)困生。作為物理教師,我們有責(zé)任幫助學(xué)困生克服物理學(xué)習(xí)方面的困難,建立學(xué)習(xí)的自信心。研究發(fā)現(xiàn),學(xué)困生形成的過程中,除了智力因素外,非智力因素的影響也是不容忽視的。據(jù)此,本文通過分析學(xué)困生非智力因素方面的特征,嘗試通過賞識教育進(jìn)行初中物理學(xué)困生的轉(zhuǎn)化研究,以實(shí)現(xiàn)對學(xué)困生非智力因素的積極轉(zhuǎn)化,促進(jìn)其學(xué)業(yè)水平的提高。研究過程中,首先對實(shí)習(xí)學(xué)校四個班級的學(xué)困生進(jìn)行問卷調(diào)查,了解學(xué)困生在物理學(xué)習(xí)中非智力因素方面的情況及對教師評價(jià)的反饋。在此基礎(chǔ)上,分析賞識教育轉(zhuǎn)化初中物理學(xué)困生的機(jī)理、原則,并進(jìn)一步提出賞識教育轉(zhuǎn)化策略,即以愛為基,培養(yǎng)師生情感;挖掘閃光點(diǎn),賞識學(xué)困生;巧用賞識性評價(jià);挖掘賞識因素,搭建賞識平臺;實(shí)施分類與分層賞識教育;個別輔導(dǎo),成績激勵;發(fā)揮賞識榜樣的示范作用;聯(lián)合班集體、家長、任課教師的教育合力。然后,采用班級對照實(shí)驗(yàn)的形式,將賞識教育策略應(yīng)用于學(xué)困生轉(zhuǎn)化的教學(xué)實(shí)踐中。通過對實(shí)驗(yàn)前后學(xué)困生的物理成績和問卷的處理分析,發(fā)現(xiàn)賞識教育對于物理學(xué)困生的非智力因素方面的轉(zhuǎn)化效果明顯,特別是在提高學(xué)習(xí)興趣、自信心等方面影響較大,但受多方面因素的影響,學(xué)生的學(xué)習(xí)成績并沒有得到顯著地提高�？梢�,轉(zhuǎn)化物理學(xué)困生是一個漫長而復(fù)雜的過程,需要我們持之以恒的堅(jiān)持下去。本研究不僅進(jìn)一步補(bǔ)充完善了賞識教育理論,同時(shí)對于當(dāng)前解決初中物理學(xué)困生的轉(zhuǎn)化問題提供了較好的指導(dǎo)意見,具有一定的參考價(jià)值。
[Abstract]:China's education advocates people-oriented, student-centered, all-round development of talent, so that every student is treated with democracy and equality. However, under the current educational system, most schools still adopt examination-oriented education, and quality education has not been put into practice, causing some students to fail to meet the requirements of curriculum standards. It is our duty as a physics teacher to help students with learning difficulties overcome their difficulties in learning physics and build up their self-confidence in learning. The study found that in the process of forming students with learning difficulties, in addition to intellectual factors, The influence of non-intelligence factors can not be ignored. Based on the analysis of the characteristics of non-intelligence factors of students with learning difficulties, this paper attempts to study the transformation of students with learning difficulties in junior high school through appreciation education. In order to realize the positive transformation of the non-intelligence factors of the students with learning difficulties and promote the improvement of their academic level, in the course of the research, the students with learning difficulties in the four classes in the practical school were investigated with a questionnaire survey. To understand the situation of non-intelligence factors in physics learning of students with learning difficulties and the feedback to teachers' evaluation. On this basis, the mechanism and principle of appreciation education transforming into junior middle school physics learning difficulties are analyzed, and the strategies of appreciation education transformation are put forward. Namely, based on love, cultivate teachers and students' emotion; excavate bright spot, appreciate students with learning difficulties; use appreciative evaluation skillfully; excavate appreciation factor, build appreciation platform; carry out classification and stratified appreciation education; individual guidance, achievement incentive; Play an exemplary role in appreciating role models; combine the educational joint efforts of class groups, parents, and teachers. Then, in the form of class controlled experiments, The appreciation education strategy is applied to the teaching practice of the transformation of students with learning difficulties. Through the analysis of the physical achievements and questionnaires of the students with learning difficulties before and after the experiment, it is found that appreciation education has obvious effect on the transformation of non-intelligence factors of students with learning difficulties in physics. Especially in improving learning interest, self-confidence and other aspects, but affected by many factors, students' academic achievement has not been significantly improved. It can be seen that it is a long and complex process to transform students with learning difficulties in physics. This study not only further complements and perfects the theory of appreciation education, but also provides better guidance for solving the problem of transformation of junior middle school physics students with learning difficulties, and has certain reference value.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.7

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