【摘要】：初三的數(shù)學(xué)“優(yōu)等生”與“學(xué)困生”是兩個(gè)比較特殊的群體,也是初三教學(xué)中需要特別關(guān)注的。但是實(shí)際初三教學(xué)中,數(shù)學(xué)教師更多的關(guān)注中等生,對“學(xué)困生”和“優(yōu)等生”的關(guān)注度不高。在實(shí)際的數(shù)學(xué)學(xué)習(xí)過程中,教師傳授的數(shù)學(xué)知識是相同,但是學(xué)生各自的學(xué)法不盡相同。正是由于學(xué)生各自的學(xué)習(xí)方法導(dǎo)致學(xué)生的差異存在,從而對初三數(shù)學(xué)“優(yōu)等生”與“學(xué)困生”的學(xué)習(xí)策略進(jìn)行調(diào)查。希望引起教師的關(guān)注,從而更好的解決“優(yōu)等生”與“學(xué)困生”的問題。初三數(shù)學(xué)“優(yōu)等生”與“學(xué)困生”的兩個(gè)群體是存在且比較普遍的。在此之前已經(jīng)有許多專家和學(xué)者進(jìn)行了專門的研究,不僅分析了“學(xué)困生”產(chǎn)生的原因,還論述了如何開展“學(xué)困生”的數(shù)學(xué)教學(xué)。在“優(yōu)等生”方面,許多專家提出了專門的教學(xué)方法以及教學(xué)建議。學(xué)者也已經(jīng)進(jìn)行過“優(yōu)等生”與“學(xué)困生”的對比研究,研究兩種群體的差異等等。本文的研究側(cè)重于“優(yōu)等生”與“學(xué)困生”的學(xué)習(xí)策略,尤其是比較側(cè)重目標(biāo)管理策略的調(diào)查和研究。首先,筆者查閱了大量的相關(guān)文獻(xiàn)和資料,從理論方面對初三數(shù)學(xué)“優(yōu)等生”與“學(xué)困生”以及學(xué)習(xí)策略進(jìn)行了論述。在此基礎(chǔ)上,筆者界定了數(shù)學(xué)“優(yōu)等生”,數(shù)學(xué)“學(xué)困生”以及數(shù)學(xué)學(xué)習(xí)策略的詳細(xì)概念,闡明了數(shù)學(xué)策略的理論基礎(chǔ)。其次,在本文調(diào)查中,調(diào)查問卷從十個(gè)維度展開進(jìn)行,分別是態(tài)度、動(dòng)機(jī)、時(shí)間管理、焦慮、專心、信息加工、選擇要點(diǎn)、學(xué)業(yè)求助和自我測試。通過對初三數(shù)學(xué)“優(yōu)等生”與“學(xué)困生”的數(shù)學(xué)學(xué)習(xí)策略的調(diào)查,并且通過獨(dú)立樣本T檢驗(yàn)和相關(guān)性分析,得到了“優(yōu)等生”與“學(xué)困生”的數(shù)學(xué)學(xué)習(xí)特點(diǎn)。本部分在分析“學(xué)困生”與“優(yōu)等生”的具體數(shù)學(xué)學(xué)習(xí)策略時(shí),根據(jù)十個(gè)維度的具體展開,并且從課前、課中以及課后等方面具體來說明他們的特點(diǎn)。最后,針對初三數(shù)學(xué)“優(yōu)等生”與初三數(shù)學(xué)“學(xué)困生”的數(shù)學(xué)學(xué)習(xí)策略的調(diào)查,得到的十個(gè)維度的數(shù)學(xué)學(xué)習(xí)特點(diǎn)。從而分別從十個(gè)維度提出相應(yīng)的學(xué)習(xí)策略改進(jìn)和提高的建議。建議主要針對教師和學(xué)生兩個(gè)方面,較少的建議需要家長進(jìn)行配合。數(shù)學(xué)學(xué)習(xí)策略的教學(xué)建議主要從三個(gè)方面來進(jìn)行。⑴教師要進(jìn)行實(shí)際調(diào)查,了解“學(xué)困生”與“優(yōu)等生”原有的數(shù)學(xué)學(xué)習(xí)方法和策略,從而有針對性的展開教學(xué)。⑵教師在講授學(xué)習(xí)策略時(shí),要呈現(xiàn)學(xué)習(xí)策略的具體內(nèi)容以及意義和價(jià)值。⑶教師在實(shí)際的數(shù)學(xué)課堂中,將數(shù)學(xué)學(xué)習(xí)策略運(yùn)用到教學(xué)情境中。同時(shí),也要給學(xué)生提供鍛煉的機(jī)會(huì),讓學(xué)生真正的理解。從而,學(xué)生可以將數(shù)學(xué)學(xué)習(xí)策略運(yùn)用到實(shí)際的數(shù)學(xué)學(xué)習(xí)中。
[Abstract]:Mathematics "excellent students" and "students with learning difficulties" in the third year of junior high school are two special groups, which also need to be paid special attention to in the teaching of the third grade of junior high school. However, in the teaching of the third grade of junior high school, mathematics teachers pay more attention to middle-class students, but pay little attention to "learning-poor students" and "excellent students". In the process of practical mathematics learning, the teachers teach the same mathematics knowledge, but the students' learning methods are different. It is precisely because the students' learning methods lead to the students' differences that the students' learning strategies of "excellent students" and "students with learning difficulties" in the third year of junior high school are investigated. Hope to arouse the attention of teachers, so as to better solve the problems of "excellent students" and "students with learning difficulties". There are two groups in mathematics "excellent students" and "students with learning difficulties" in the third year of junior high school. Before this, many experts and scholars have carried out special research, not only analyzing the causes of the "students with learning difficulties", but also discussing how to carry out the mathematics teaching of the students with "learning disabilities". In the field of "excellent students", many experts have put forward special teaching methods and teaching suggestions. Scholars have also carried out comparative studies on "excellent students" and "students with learning difficulties", and studied the differences between the two groups. The study of this paper focuses on the learning strategies of "excellent students" and "students with learning difficulties", especially on the investigation and research of objective management strategies. First of all, the author consulted a large number of relevant literature and materials, from the theoretical aspect of mathematics "excellent students" and "learning poor students" as well as learning strategies. On this basis, the author defines mathematical "excellent students", mathematical "poor students" and the detailed concepts of mathematical learning strategies, and clarifies the theoretical basis of mathematical strategies. Secondly, in this paper, the questionnaire is carried out from ten dimensions: attitude, motivation, time management, anxiety, concentration, information processing, selection points, academic help-seeking and self-testing. Through the investigation of mathematics learning strategies of "excellent students" and "students with learning difficulties" in the third year of junior high school, and by means of independent sample T test and correlation analysis, the mathematical learning characteristics of "excellent students" and "students with learning difficulties" are obtained. In this part, when analyzing the specific mathematical learning strategies of students with learning difficulties and excellent students, the characteristics of students with learning difficulties are explained from the aspects of pre-class, in-class and after-class, according to the concrete development of ten dimensions. Finally, according to the investigation of mathematics learning strategies of "excellent students" and "students with learning difficulties" in the third year of junior high school, the characteristics of mathematics learning in ten dimensions are obtained. Thus, the corresponding improvement and improvement of learning strategies are put forward from ten dimensions. Suggestions are mainly aimed at teachers and students, less advice needs parents to cooperate. The teaching suggestions of mathematics learning strategies are mainly carried out from three aspects. (1) Teachers should conduct a practical investigation to understand the original mathematical learning methods and strategies of "students with learning difficulties" and "excellent students". 2 when teachers teach learning strategies, they should present the concrete contents, meaning and value of learning strategies. 3. In the practical mathematics classroom, teachers apply mathematics learning strategies to the teaching situation. At the same time, we should also provide students with the opportunity to exercise, so that students can really understand. Thus, students can apply mathematics learning strategies to practical mathematics learning.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 劉電芝;高嵐;錢建國;劉禮艷;宋東清;;小學(xué)生數(shù)學(xué)學(xué)習(xí)策略掌握現(xiàn)狀分析[J];數(shù)學(xué)教育學(xué)報(bào);2013年06期

2 項(xiàng)清;;優(yōu)化高一學(xué)生數(shù)學(xué)學(xué)習(xí)策略探討[J];浙江教育科學(xué);2007年03期

3 吳曉艷;內(nèi)蒙古城市高中生學(xué)習(xí)策略狀況的調(diào)查研究[J];內(nèi)蒙古師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2005年08期

4 豐玉芳;倡導(dǎo)學(xué)習(xí)策略 培養(yǎng)自主學(xué)習(xí)能力[J];揚(yáng)州大學(xué)學(xué)報(bào)(高教研究版);2004年03期

5 史耀芳;二十世紀(jì)國內(nèi)外學(xué)習(xí)策略研究概述[J];心理科學(xué);2001年05期

6 潘穎秋,劉善循,龔志宇;北京地區(qū)中學(xué)生學(xué)習(xí)策略水平的調(diào)查研究[J];心理科學(xué);2000年06期

7 劉儒德;論學(xué)習(xí)策略的實(shí)質(zhì)[J];心理科學(xué);1997年02期

8 黃旭;;學(xué)習(xí)策略的性質(zhì)、結(jié)構(gòu)與特點(diǎn)[J];華東師范大學(xué)學(xué)報(bào)(教育科學(xué)版);1990年04期

9 魏聲漢;;學(xué)習(xí)策略初探[J];教育研究;1992年07期

相關(guān)博士學(xué)位論文 前1條

1 周永壘;學(xué)習(xí)困難生的學(xué)習(xí)策略研究[D];遼寧師范大學(xué);2004年

相關(guān)碩士學(xué)位論文 前1條

1 張美玲;初中生數(shù)學(xué)學(xué)習(xí)策略及其與策略意識、思維風(fēng)格、數(shù)學(xué)學(xué)業(yè)成績關(guān)系[D];溫州大學(xué);2012年

，

本文編號：2439354