大班额教学背景下“边缘学生”现象研究

发布时间：2018-01-23 00:31

本文关键词： 大班额教学边缘学生解决策略　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：目前,大班额教学已经成为我国基础教育十分普遍的现象。大班额教学背景下,班级教师难以兼顾所有的学生,常常顾此失彼。边缘学生在上课学习和课堂秩序遵守等方面都存在问题,解决这些问题有助于边缘学生自身的发展,有利于教育公平的实现,有利于基础教育均衡发展目标的实现。但是,解决边缘学生的问题是大班额教学过程中的一个难题。因此,对边缘学生现象的深入探讨显得极为重要和迫切。为了找到大班额教学背景下“边缘学生”的有效教育策略,笔者以全纳教育思想和罗尔斯正义理论为理论指导,结合自己的教学实践经验,使用课堂观察法、访谈法、文献法、案例法以及经验总结法进行调查研究。通过搜集边缘学生相关文献和实地调研了解大班额教学背景下教师应对边缘学生的现状,在相关理论的指导下分析其不足,然后再针对不足,结合现状和理论知识、教学实践经验提出应对的策略。边缘学生在课堂学习中不主动,不会独立思考、解决问题,不能合理按哦爱学习时间,学习效率低下;在课堂秩序的遵守方面,边缘学生存在随意讲话、开小差等种种课堂问题行为,对老师的管教容易产生逆反心理。对边缘学生的问题,教师不能简单地回避,而是要花心思去读懂它,研究它,寻找出解决问题的办法,从而促进有序课堂教学的良性发展,帮助边缘学生转变。在大班额教学背景下,老师对边缘学生采用了一些不合理的处理方式:嘲讽——损伤边缘学生自尊心;处罚——加重边缘学生的逆反心理;放任自流——边缘学生会破罐子破摔;告状——降低老师在学生中的威信;孤立——使边缘学生成为典型“边缘群体”。这些处理方式不利于边缘学生认识到自己的不足,更不利于边缘学生借助外界的帮助和自己的努力改变自己,进行转化。边缘学生是相对的,老师可以采用合适的策略帮助边缘学生转化:1、用发展的眼光看待边缘学生。教师要用发展的眼光看待边缘学生,发现边缘学生的闪光点和特长,创造机会让边缘学生参与到课堂和班级活动中来,给予班级边缘学生更多的关心和鼓励,促进边缘学生的转变。2、对出现问题的边缘学生采用合适的处理方法。在课堂上,教师可以使用变换语调、运用目光调节、语言暗示等方法对出现问题,扰乱课堂纪律的边缘学生进行提醒和处理。3、利用好班级非正式组织。在大班额教学中,教师要正确认识非正式组织,利用非正式组织的积极力量,帮助边缘学生。4、注重“分层”教学转化边缘学生。大班额教学背景下,在课前、课中和课后采用分层教学法,对边缘学生进行有针对性的辅导和帮助。课堂教学中的边缘学生具有相对性和动态性,教师要正确面对边缘学生,相信边缘学生是可以转变的,积极行动,采取合理、有效的方法,帮助边缘学生转变。
[Abstract]:At present, large-class teaching has become a very common phenomenon in basic education in China. Under the background of large-class teaching, it is difficult for class teachers to take all students into account. Marginal students in class learning and classroom order compliance and other aspects of problems, solve these problems conducive to the development of marginal students themselves, conducive to the realization of education equity. It is beneficial to the realization of the goal of balanced development of basic education. However, solving the problem of marginal students is a difficult problem in the process of large class teaching. It is very important and urgent to probe into the phenomenon of marginal students. In order to find out the effective education strategy of "marginal students" in the background of large class size teaching. Under the guidance of inclusive education and Rawls' theory of justice, the author uses classroom observation method, interview method and literature method in combination with his own practical teaching experience. Through the collection of relevant literature and field investigation of marginal students to understand the situation of teachers coping with marginal students in the background of large class size teaching. Under the guidance of the relevant theory analysis of its shortcomings, and then in view of the deficiencies, combined with the current situation and theoretical knowledge, teaching practice experience to put forward coping strategies. Marginal students in the classroom learning is not active, will not think independently. Solve the problem, can not reasonably press the love of learning time, learning efficiency is low; In the respect of observing the classroom order, the marginal students have various classroom problems such as speaking and desertion, and so on. Teachers can not simply avoid the problems of the marginal students. It is necessary to read it, to study it, to find out solutions to the problem, so as to promote the healthy development of orderly classroom teaching, help marginal students change. In the context of large class teaching. The teacher adopted some unreasonable ways to deal with marginal students: taunting-damaging edge students' self-esteem; Punishment-accentuating the reflexive psychology of the marginal students; Let go-the edge of the students broke the jar broken fall; Complaint-reducing the authority of the teacher among the students; Isolation-so that marginal students become a typical "marginal group". These processing methods are not conducive to the marginal students to recognize their own shortcomings, but also not conducive to marginal students with the help of the outside world and their efforts to change themselves. Transformation. Marginal students are relative, teachers can use appropriate strategies to help marginal students to transform into one, use the perspective of development to look at marginal students. Teachers should use the perspective of development to look at marginal students. To find the bright spot and special strength of marginal students, to create opportunities for marginal students to participate in classroom and class activities, to give more attention and encouragement to marginal students, and to promote the transformation of marginal students. 2. In class, teachers can use such methods as changing intonation, eye adjustment, language hinting and so on. The marginal students who disturb classroom discipline should remind and deal with .3and make good use of class informal organization. In the teaching of large class, teachers should correctly understand informal organization and make use of the positive force of informal organization. Help edge students. 4, pay attention to the "stratification" teaching transformation of marginal students. In the context of large class teaching, the teaching method is adopted before, during and after class. The marginal students in classroom teaching are relative and dynamic. Teachers should face the marginal students correctly and believe that the marginal students can be changed and take active action. Take reasonable and effective methods to help marginal students change.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.4

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