初中数学学困生的成因及转化策略研究

发布时间：2017-12-31 23:31

本文关键词：初中数学学困生的成因及转化策略研究　出处：《广西师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：数学学习困难学生(以下简称“数学学困生”)一直是基础教育中一个大问题,虽然国内外已有不少教育家和学者一直致力于对数学学困生研究,并已经取得丰硕的成果,给我们提供了很多宝贵的研究资料和有益的启示。但是随着社会的发展与教育的改革,数学学困生问题自身也随之产生了很多变化的因素,使这个问题成为一个需要时刻关注的难题。刚步入初中阶段的学生,由于面临着学习环境、学习方法、科目等方面的变化,对学生的学习能力提出了更高的要求,导致学生的数学学习分化日趋严重,数学学困生问题日渐突显,使之成为教育研究中一个棘手的问题。所以探索初中数学学困生的成因和转化策略是必须和必要的,更是实现教育公平的需要。首先,本研究综述了近年来国内外对数学学困生所开展的研究,在参考大量文献的基础上阐述了本文的研究背景,明确了研究的意义,分析了国内外的研究状况,并对数学学困生进行了界定和分类。其次,对调查问卷进行分析,通过独立样本T检验得出初中数学学困生与学优生在学习兴趣、学习动机、学习态度、学习方法、意志力、情绪、归因存在着显著性差异,通过单因素方差分析,得出初一年级的数学学困生与初二年级的数学学困生在这七个维度上没有存在显著性差异。通过双变量相关分析,初中数学学优生和学困生在这七个维度中两两之间均成正相关性,其中,除了数学学习动机与归因之间的相关性不够明显外,其它的正相关性都非常显著。第三,结合课堂观察、访谈分析和个案研究,得到数学学困生学习困难成因由两方面原因引起：(1)内部原因：数学学习兴趣淡薄、学习动机不足、缺乏正确的数学学习态度、学习数学的意志力薄弱、学习方法不当、归因不当、数学基础薄弱,识记能力差；(2)外部原因：家庭因素、学校教育因素、社会因素。最后结合文中对初中数学学困生的成因分析及个案研究,针对不同类型的数学学困生提出转化策略。
[Abstract]:Mathematics students with learning difficulties (hereinafter referred to as "students with mathematics learning difficulties") has been a major problem in basic education, although many educators and scholars at home and abroad have been devoted to the study of students with mathematics learning difficulties. And has achieved fruitful results, to provide us with a lot of valuable research materials and useful inspiration. But with the development of society and the reform of education. The problem of students with learning difficulties in mathematics itself has also produced a lot of factors, which makes it a difficult problem to pay close attention to. The students who have just entered the junior middle school stage, because of the learning environment, learning methods. The changes in subjects and other aspects put forward higher requirements for students' learning ability, leading to the increasingly serious differentiation of students' mathematics learning, and the increasingly prominent problems of students with mathematics learning difficulties. So it is necessary and necessary to explore the causes and transformation strategies of junior middle school mathematics students with learning difficulties, and it is also the need to achieve education equity. This study summarizes the research on mathematics learning difficulties in recent years at home and abroad, on the basis of a large number of references to the background of this study, clear the significance of the study, analysis of the domestic and foreign research situation. Secondly, through the analysis of the questionnaire, the independent sample T-test shows that the junior middle school mathematics students with learning difficulties and students in learning interest, learning motivation, learning attitude. There were significant differences in learning methods, willpower, emotion and attribution. It is concluded that there is no significant difference in the seven dimensions between the students with mathematics learning difficulties in grade one and those in grade two. Junior high school mathematics students and students with learning difficulties in these seven dimensions of a positive correlation between the two, in which, except mathematics learning motivation and attribution between the correlation is not obvious. Other positive correlations are very significant. Third, combined with classroom observation, interview analysis and case studies. There are two internal reasons: weak interest in mathematics learning, lack of motivation, lack of correct attitude towards learning mathematics, weak willpower of learning mathematics. Improper learning methods, improper attribution, weak mathematical foundation and poor memorizing ability; 2) external reasons: family factors, school education factors, social factors. Finally, combining with the analysis of the causes of junior middle school mathematics students with learning difficulties and case study, the transformation strategies for different types of mathematics students with learning difficulties are put forward.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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