【摘要】：學(xué)困生是擺在教育工作者眼前的世界性問(wèn)題,2013年新疆維吾爾自治區(qū)南疆四地州實(shí)施12年義務(wù)教育,即高中階段被納入義務(wù)教育以來(lái),該區(qū)各民族高中學(xué)生數(shù)量迅速增加,迎來(lái)了一場(chǎng)教育教學(xué)“革命”,“學(xué)困生”和“問(wèn)題學(xué)生”數(shù)目日益劇增,這些給民族高中帶來(lái)了沖擊,也給從事民族教育的廣大教師帶來(lái)了很多困擾,加重了學(xué)困生轉(zhuǎn)化工作的擔(dān)子�；谶@樣的背景,筆者提出了問(wèn)題,并進(jìn)行該課題的研究。本文中,筆者以莎車縣的兩所民族高中的學(xué)困生為例,從學(xué)習(xí)動(dòng)機(jī)和興趣、學(xué)習(xí)習(xí)慣與策略、學(xué)習(xí)心理以及外在因素的影響等四個(gè)個(gè)方面入手,對(duì)學(xué)優(yōu)生和學(xué)困生分別以漢文和維吾爾文的形式進(jìn)行三種調(diào)查問(wèn)卷,分析和總結(jié)了該區(qū)少數(shù)民族化學(xué)學(xué)困生的成因,并結(jié)合相關(guān)的教育學(xué)、心理學(xué)理論及實(shí)際教學(xué)狀況,探討制定了相應(yīng)的對(duì)策,最后進(jìn)行了個(gè)案的實(shí)踐轉(zhuǎn)化研究。全文共分為七個(gè)部分:第一部分是緒言,主要介紹問(wèn)題提出的背景,研究綜述,本課題研究的目的、內(nèi)容、方法及意義。文章第二部分介紹了國(guó)內(nèi)外對(duì)“學(xué)困生”和“化困生”的界定,以及學(xué)困生成因和轉(zhuǎn)化的相關(guān)理論。第三部分是以維吾爾族為主的少數(shù)民族化學(xué)學(xué)困生成因的實(shí)證分析,以莎車縣第一中學(xué)和第八中學(xué)為樣本,采取抽樣調(diào)查方法,對(duì)研究對(duì)象開展實(shí)證研究。結(jié)果說(shuō)明學(xué)困生形成主要因素是動(dòng)機(jī)及動(dòng)力不足,起點(diǎn)知識(shí)與技能欠缺,化學(xué)的學(xué)習(xí)興趣不穩(wěn)定,化學(xué)學(xué)習(xí)有效學(xué)習(xí)策略缺失,化學(xué)學(xué)習(xí)責(zé)任心不強(qiáng)以及化學(xué)學(xué)習(xí)效能感較差,社會(huì)環(huán)境因素,學(xué)校環(huán)境因素,家庭環(huán)境因素,化學(xué)學(xué)科特征及多重語(yǔ)言障礙等。文章的第四部分從內(nèi)外因素對(duì)少數(shù)民族化學(xué)學(xué)困生的成因進(jìn)行了系統(tǒng)、細(xì)致地分析。第五部分在相關(guān)理論及研究的基礎(chǔ)上,提出如何轉(zhuǎn)化該區(qū)民族高中化學(xué)學(xué)困生的策略,主要包括:增強(qiáng)學(xué)困生化學(xué)學(xué)習(xí)責(zé)任心,培養(yǎng)學(xué)困生良好的心理素質(zhì),激發(fā)學(xué)困生的學(xué)習(xí)動(dòng)機(jī)及興趣,教會(huì)學(xué)困生掌握化學(xué)學(xué)習(xí)策略,提高民族地區(qū)教師教學(xué)能力,即深入了解少數(shù)民族學(xué)生的生活及思想特點(diǎn)、提高業(yè)務(wù)水平,提高科研能力、注重改進(jìn)教育教學(xué)方法、發(fā)自內(nèi)心地幫助民族學(xué)困生,提高通用語(yǔ)言的學(xué)習(xí)能力,營(yíng)造民族地區(qū)家教綜合的教育環(huán)境等。第六部分介紹了針對(duì)維吾爾族化學(xué)學(xué)困生進(jìn)行的轉(zhuǎn)化案例與研究結(jié)果。第七部分提出了研究結(jié)論,本課題存在的不足之處及發(fā)現(xiàn)的新問(wèn)題,并對(duì)今后的研究提出了展望。
[Abstract]:Students with learning difficulties are a worldwide problem in front of educators. In 2013, four regions of southern Xinjiang, Xinjiang Uygur Autonomous region, implemented 12 years of compulsory education, that is, the number of senior high school students of all nationalities in the region has increased rapidly since the high school period was included in compulsory education. It ushered in a "revolution" in education and teaching, with the number of "students with learning difficulties" and "problem students" increasing day by day. These brought shocks to national high schools and a lot of troubles to the vast number of teachers engaged in ethnic education. This has increased the burden of transforming students with learning difficulties. Based on this background, the author puts forward the question, and carries on the research of this subject. In this paper, the author takes the students with learning difficulties in two national high schools in Shacha County as an example, starting with four aspects: learning motivation and interest, learning habits and strategies, learning psychology and the influence of external factors. Three kinds of questionnaires were carried out in the form of Chinese and Uygur, respectively. The causes of the ethnic minority chemistry students with learning difficulties were analyzed and summarized, and combined with the relevant pedagogy, psychology theory and actual teaching situation. The corresponding countermeasures have been made, and the case study of practice transformation has been carried out at the end of the paper. The paper is divided into seven parts: the first part is the introduction, mainly introduces the background of the question, the research summary, the purpose, content, method and significance of this research. The second part of the article introduces the definition of "students with learning difficulties" and "students with learning difficulties" at home and abroad, as well as the relevant theories of the causes and transformation of students with learning difficulties. The third part is the Uygur ethnic minority students with chemical learning difficulties empirical analysis, taking the first middle school and the eighth middle school as samples, adopting sample survey method to carry out empirical research on the research object. The results showed that the main factors of forming students with learning difficulties were lack of motivation and motivation, lack of starting knowledge and skills, unstable interest in chemistry learning, lack of effective learning strategies, weak sense of responsibility in chemistry learning and poor sense of chemical learning efficacy. Social environmental factors, school environmental factors, family environmental factors, chemistry characteristics and multiple language disorders. The fourth part systematically analyzes the causes of ethnic chemistry learning difficulties from internal and external factors. In the fifth part, on the basis of relevant theories and researches, the author puts forward some strategies to transform the students with chemistry difficulties in this area, including: strengthening the students' sense of responsibility in chemistry learning and cultivating their good psychological quality. To stimulate the learning motivation and interest of the students with learning difficulties, to teach the students with learning difficulties to master the chemistry learning strategy, to improve the teaching ability of teachers in ethnic minority areas, that is, to deeply understand the life and ideological characteristics of minority students, to improve their professional level, and to improve their scientific research ability. Emphasis should be placed on improving teaching methods, helping students with learning difficulties from the heart, improving the learning ability of common language, and creating a comprehensive educational environment for family education in minority areas. The sixth part introduces the transformation cases and research results of Uygur chemistry students with learning difficulties. In the seventh part, the author puts forward the research conclusions, the shortcomings and the new problems, and puts forward the prospect for the future research.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.8

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