發(fā)布時間：2018-05-19 00:00

  本文選題：化學(xué)小測驗 + 學(xué)困生��； 參考：《延安大學(xué)》2017年碩士論文

【摘要】：隨著時代的進步、新課改的實施,對學(xué)生的評價標(biāo)準(zhǔn)、方式都發(fā)生了改變。但是無論發(fā)生怎樣的改變,通過測驗來評價學(xué)生的這種方式從古至今一直存在著。因為測驗是對學(xué)生學(xué)習(xí)成效的衡量標(biāo)準(zhǔn),也是評價教師教學(xué)成效的有效途徑和手段。從新課改的實施以來,教師的教學(xué)理念、課堂的教學(xué)模式以及師生的關(guān)系等,圍繞著教學(xué)的方方面面均有了巨大的變化。其中,對于測驗的改進與調(diào)整的研究也較多,但是對于通過測驗來提高學(xué)困生學(xué)習(xí)效果的研究幾乎沒有。我國《基礎(chǔ)教育課程改革綱要》里強調(diào):教師應(yīng)該關(guān)注學(xué)生的個體差異,使每個學(xué)生都得到全面的發(fā)展,激勵每一個學(xué)生走向成功[1]。但在實際的教學(xué)過程中并非如此,因為,從測驗題的設(shè)計過程中并沒有考慮到全體學(xué)生的發(fā)展,“一刀切”現(xiàn)象非常普遍�；诖爽F(xiàn)象及問題的考慮,我們選擇了“創(chuàng)設(shè)化學(xué)小測驗提高學(xué)困生學(xué)習(xí)效果的研究”這一課題進行深入的分析和研究,并想要通過此課題的研究來給廣大的中學(xué)教師針對學(xué)困生創(chuàng)設(shè)測驗題方面提供相應(yīng)的參考。通過對延安大學(xué)玉章實驗中學(xué)的老師與初三年級的部分學(xué)困生進行訪談和調(diào)查,主要從測驗題的創(chuàng)設(shè)情況、學(xué)生對學(xué)科的興趣、對測驗題的滿意度、對測驗題的批改情況等方面同時收集了相應(yīng)的數(shù)據(jù)。通過對數(shù)據(jù)的分析發(fā)現(xiàn),老師出測驗題時考慮的是大多數(shù)學(xué)生的完成情況,對學(xué)困生是心有余而力不足。但是就學(xué)困生而言,他們學(xué)習(xí)基礎(chǔ)差,普通的測驗題對于他們來說題目太難、題量太大、內(nèi)容枯燥乏味等。針對此現(xiàn)象,本文重點從如何創(chuàng)設(shè)測驗題來提高學(xué)困生對化學(xué)學(xué)習(xí)的興趣、提高他們的自信心以及學(xué)習(xí)效果等方面來創(chuàng)設(shè)適合他們做的小測驗,并對以上的問題提出了一些可行性的策略。本人于2016年7月到2017年1月在延安大學(xué)玉章實驗中學(xué)進行了實踐研究,通過實踐得出該方法是有效果的,對提高學(xué)困生有一定的幫助。
[Abstract]:With the progress of the times, the implementation of the new curriculum reform, the evaluation of students, the way have changed. But whatever changes take place, this way of evaluating students through tests has existed from time immemorial. Because the test is a measure of the students' learning effect, it is also an effective way and means to evaluate the teacher's teaching effect. Since the implementation of the new curriculum reform, great changes have taken place in all aspects of teaching, such as teachers' teaching concept, classroom teaching mode and the relationship between teachers and students. Among them, there are many studies on the improvement and adjustment of the test, but there is almost no research on how to improve the learning effect of the students with learning difficulties through the test. In the outline of basic Education Curriculum Reform in China, it is emphasized that teachers should pay attention to the individual differences of students, make every student develop in an all-round way, and encourage every student to succeed [1]. However, this is not the case in the actual teaching process, because the development of all students is not taken into account in the design of test questions, and the phenomenon of "one-size-fits-all" is very common. Based on this phenomenon and the consideration of the problem, we choose the topic of "creating a chemical quiz to improve the learning effect of students with learning difficulties" for in-depth analysis and research. And through the study of this topic to provide a reference for the vast number of middle school teachers to create test questions for students with learning difficulties. Through the interview and investigation on the teachers of Yuzhang Experimental Middle School of Yan'an University and part of the students with learning difficulties in Grade 3, this paper mainly discusses the creation of the test questions, the students' interest in the subject and their satisfaction with the test questions. At the same time, the corresponding data are collected from the examination questions. Through the analysis of the data, it is found that the teacher takes into account the completion of most students when he puts out the test questions, and the students with learning difficulties have more than their heart and lack of strength. But as for the students with learning difficulties, they have a poor learning foundation, common test questions are too difficult for them, too many questions, boring contents and so on. In view of this phenomenon, this paper focuses on how to create test questions to improve the interest of students with learning difficulties in chemistry learning, improve their self-confidence and learning effect to create a small test suitable for them to do. And put forward some feasible strategies to the above problems. From July 2016 to January 2017, I conducted a practical study in Yanchang Experimental Middle School of Yan'an University. It is concluded that this method is effective and helpful to improve the students with learning difficulties.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.8

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