高中化学学困生的成因分析及转化策略探究

发布时间：2017-12-27 16:54

本文关键词：高中化学学困生的成因分析及转化策略探究　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：学习困难是一直伴随着教育存在的现象,每个实施教育的国家都面临着这样的问题。随着年龄的增长和年级的递增,学困生的数目也在不断的增长。学困生的形成是受很多因素影响的,比如学生的心理、兴趣、智力因素、家庭因素、学科特征、任课老师、学校环境…………化学学科是研究物质组成、结构、性质和其应用的一门自然学科。本人在实际工作中发现高中阶段化学学困生特别多,为了帮助学生克服学习的心理障碍和化学学科的学习障碍,本文以我校高一、高二和高三年级理科生为研究对象,通过问卷调查高中化学学困生的学习情况,对数据进行分析,找出学困生形成的原因。针对这些情况探究出可操作性的转化策略,得出一些初步结论。在研究学困生的转化策略时,重点研究“四步教学法”课堂教学模式在提高学困生学习积极性和培养良好学习习惯方面所发挥的作用。四步教学法的主旨是让学生充分参与到课堂中,问题解决中强化学习策略,在小组内互助、小组间互助和竞争以提高课堂效率,对不同层次的学生给予不同的评价制度,进而带动学困生能积极参与到课堂中。课堂模式为自主学习、合作交流、拓展延伸和当堂训练。本文共有六部分,第一部分是引言,简单介绍本课题的提出、国内外学困生研究的现状以及本文研究的目的、对象和方法。第二部分是高中学困生成因的调查和分析,其中包括学困生的概念界定和问卷调查及分析结果。第三部分是学困生的成因分析及归类,主要归纳为内因和外因。第四部分是针对学困生形成原因,结合实际工作中总结出转化策略,其中包括从学生自身转变和从外因入手帮助学生转变。第五部分结合学校提倡的“四步教学法”进行学困生转化的实践案例。第六部分总结反思,对研究方法、实施过程和研究意义进一步的反思。希望本次研究工作能够对以后的化学教学工作和学生全面发展的提高有所帮助。
[Abstract]:Learning difficulties is a phenomenon that has always been accompanied by the existence of education, and every country in the implementation of education is confronted with such problems. With the growth of age and the increase of grade, the number of students with learning difficulties is increasing. The formation of students with learning difficulties is influenced by many factors, such as students' psychology, interest, intelligence, family factors, discipline characteristics, teachers, school environment, etc. Chemistry is a natural discipline that studies the composition, structure, nature and application of material. I found that high school chemistry students especially in practical work, in order to help students overcome the psychological obstacles in learning disabilities and learning chemistry, based on my high school, senior middle school science students as the research object, through learning difficulties questionnaire of high school chemistry, analysis data. To find out the reasons of the students with learning disabilities. In view of these conditions, the maneuverability transformation strategy is explored, and some preliminary conclusions are drawn. In studying the transformation strategies of underachievers, we focus on the role of the four step teaching mode in improving learning motivation and cultivating good habits of learning for underachievers. Purpose of the four step teaching method is to enable students to participate fully in the classroom, solve the problem in reinforcement learning, mutual aid, mutual assistance and team in the team competition to improve the classroom efficiency, give different evaluation system for students of different levels, and promote students to actively participate in class. Classroom model for autonomous learning, cooperation and exchange, extension and training class. There are six parts in this paper. The first part is the introduction, which briefly introduces the proposition of this subject, the current situation of learning difficulties at home and abroad, and the purpose, object and method of this study. The second part is the investigation and analysis of the causes of the high school students, including the definition of the students and the results of the questionnaire investigation and analysis. The third part is the cause analysis and classification of the students of learning difficulties, which are mainly induced by internal and external causes. The fourth part is about the causes of students with learning difficulties. Combined with practical work, the transformation strategies are summarized, including changing from students themselves and starting from external factors, helping students transform. The fifth part combines the "four step teaching method" advocated by the school to carry out the practical case of the transformation of students with learning difficulties. The sixth part summarizes the reflection on the research methods, the implementation process and the significance of the research. It is hoped that this study will help the future work of chemistry teaching and the improvement of the overall development of the students.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

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