本文選題：農(nóng)村初中 + 后進生　； 參考：《貴州師范大學》2017年碩士論文

【摘要】：百年大計,教育為本。教育是民族振興、社會進步的基石,是提高國民素質、促進人的全面發(fā)展的根本途徑,寄托著億萬家庭對美好生活的期盼。當前,國家全面實施新課程改革,推進義務教育均衡發(fā)展,這是我國實施科教興國的又一重大戰(zhàn)略舉措。這就要求我們要面向全體學生,全面提高學生素質,促進學生的全面發(fā)展,全面實施素質教育。然而,在農(nóng)村初中學校普遍存在著后進生,而且隨著經(jīng)濟的不斷發(fā)展,工業(yè)化、城鎮(zhèn)化速度不斷加快,使得后進生出現(xiàn)新的特點和復雜的原因。這一問題的存在,不僅影響學校的教育教學質量提高,也給學校的管理帶來一系列問題;不僅影響學生本人的學習,更影響學生的健康成長和發(fā)展;同時也影響學生家庭的幸福,關系到社會的和諧與發(fā)展。因此,研究農(nóng)村初中后進生的問題顯得更為重要。針對這一問題,本文以因材施教的思想,美國心理學家加德納的多元智力理論,皮格馬利翁效應,需要層次理論,歸因理論為本文的理論基礎,闡述了后進生教育轉化的可行性。采用文獻法、調(diào)查法、案例分析法、觀察法對農(nóng)村初中后進生及有關問題進行了研究分析。通過對農(nóng)村初中后進生教育轉化的案例進行分析,概述了農(nóng)村初中后進生教育轉化的現(xiàn)狀,指出教育轉化中存在的困境,并結合工作的實際,分別針對學校、教師、家庭和社會提出了相應的教育轉化的策略思考。通過分析研究,根據(jù)農(nóng)村初中后進生教育轉化的現(xiàn)狀,指出存在的困難,提出教育轉化的策略,希望能為廣大一線教師提供可借鑒的思路和方法參考。農(nóng)村初中后進生的原因是復雜的,是不斷變化的,解決的措施也是多樣的,但是如何使家庭、學校、教師、社會真正形成合力等一些老大難的問題,還有待于進一步去探索研究。
[Abstract]:Education is the foundation of a hundred-year plan. Education is the cornerstone of national rejuvenation and social progress, is the fundamental way to improve the quality of the people and promote the all-round development of people, and it is the hope of hundreds of millions of families for a better life. At present, our country comprehensively implements the new curriculum reform, promotes the compulsory education balanced development, this is our country carries out the science and education another important strategic move. This requires us to face all students, improve the quality of students, promote the all-round development of students, and carry out quality education in an all-round way. However, there are many backward students in rural junior high school, and with the development of economy, industrialization and urbanization, the backward students appear new characteristics and complicated reasons. The existence of this problem not only affects the quality of education and teaching, but also brings a series of problems to the management of the school, not only affects the students' study, but also affects the healthy growth and development of the students. At the same time, it also affects the happiness of students' families and the harmony and development of society. Therefore, it is more important to study the problem of rural junior middle school underachievers. In order to solve this problem, the author takes the thought of teaching according to his aptitude, the theory of multiple intelligence proposed by American psychologist Gardner, the Pygmalion effect, the theory of hierarchy, and the theory of attribution as the theoretical basis of this paper. This paper expounds the feasibility of the transformation of backward students' education. Literature, investigation, case analysis and observation were used to study and analyze the backward students in rural junior high school. By analyzing the case of the transformation of rural junior middle school underachievers education, this paper summarizes the present situation of the rural junior middle school underachievers' education transformation, points out the difficulties existing in the educational transformation, and combines with the practice of the work, aiming at the schools and teachers, respectively. Family and society put forward the corresponding educational transformation strategy thinking. Through the analysis and research, according to the present situation of the transformation of rural junior middle school students' education, this paper points out the difficulties, puts forward the strategies of the educational transformation, and hopes to provide some ideas and methods for reference for the majority of first-line teachers. The reasons for rural junior middle school underachievers are complex and constantly changing, and the measures taken to solve them are also diverse. But how to make families, schools, teachers, and society really form a joint force and other old and difficult problems, There is still a need for further exploration and research.
【學位授予單位】：貴州師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G635.1

【參考文獻】

相關期刊論文 前10條

1 趙珂平;;淺談初中班主任如何做好后進生轉化工作[J];中國校外教育;2016年24期

2 韓淑偉;;后進生轉化教育工作初探[J];中國培訓;2016年08期

3 李雄;;初中后進生教育轉化的策略[J];甘肅教育;2016年01期

4 陶凱;;探究初中“后進生”成因及轉化策略[J];課程教育研究;2015年35期

5 楊芳;;淺談學校教育在初中后進生轉化過程中的作用[J];學苑教育;2015年08期

6 佘玉升;;談我國初中教育“后進生”的轉化策略[J];學苑教育;2014年24期

7 趙喜明;;淺析后進生轉化教育工作[J];吉林教育;2014年25期

8 彭獻文;;中小學后進生轉化教育研究[J];當代教育理論與實踐;2010年04期

9 張海燕;鄭傳才;;羅杰斯的人本主義思想及其人格理論在后進生教育和轉化中的應用[J];教育探索;2007年10期

10 王立英;;關于后進生轉化教育的思考及對策初探[J];衛(wèi)生職業(yè)教育;2007年02期

相關碩士學位論文 前9條

1 羅松明;關于農(nóng)村中學后進生轉化策略的探討[D];華中師范大學;2014年

2 劉敏;新教育理念視角下農(nóng)村初中學困生的狀況及轉化對策[D];華中師范大學;2013年

3 周望清;新型師生關系與后進生轉化問題研究[D];蘇州大學;2011年

4 郭金秋;“后進生”轉化問題的研究與探析[D];東北師范大學;2011年

5 王秀娟;農(nóng)村初中后進生成因與轉化問題研究[D];蘇州大學;2010年

6 劉源;農(nóng)村初中后進生心理問題成因及疏導策略研究[D];蘇州大學;2010年

7 厲園光;當代中學后進生的成因及對策研究[D];東北師范大學;2008年

8 陳三軍;運用心理學效應 轉化后進生[D];華中師范大學;2007年

9 吳學文;新形勢下“后進生”管理工作的若干問題研究[D];江西師范大學;2004年

，

本文編號：1862065