七年级信息技术学困生成因及转化个案研究

发布时间：2018-05-05 23:59

本文选题：七年级信息技术课程 + 学困生转化　；参考：《西北师范大学》2015年硕士论文

【摘要】：作为一名七年级信息技术课教师,总会遇到这样的一些情况:学生在完成教师布置的课堂练习时,有些学生能灵活运用新旧知识,在教师讲解的基础上将自己的作品进行美化和完善。但是,还有些学生一节课显得胆怯、紧张、忙碌,等快下课时发现他还在进行刚上课的步骤,还有些学生索性改做其他与上课不相干的事情了。这些在课堂上达不到教学目标要求的学生就成为了信息技术学困生,如果不慎重对待他们,很有可能对整堂课的顺利进行构成威胁,很有可能会破坏课堂秩序。因此,转化一个信息技术学困生,比培养一个优等生更重要。本研究的目的是在研究大量文献的基础上,分析本课题研究的可行性。在相关理论的支持下,分析信息技术学困生形成的原因。在阐述实际教学中转化学困生的过程中总结帮助信息技术学困生转化的经验。进而为以后的教学工作提供指导,提高转化信息技术学困生的效率。本课题研究的意义在于转化信息技术学困生的过程中树立他们的自信心,营造良好的班级课堂气氛,让每个学生都能享受到教育的公平,同时也为其他教师提供借鉴。本论文共有五章内容:第一章为绪论,简单介绍问题的提出、研究目的、研究意义和研究方法。第二章为文献综述,了解国内外关于学困生的研究现状,分析在超星学术资源发现系统中对信息技术和学困生的相关研究状况,并且学习了与本研究相关理论:人本主义学习理论、归因理论、建构主义学习理论,从学困生概念的界定中推导出信息技术学困生的概念。第三章为研究设计,包括对七年级信息技术学困生的确立、研究假设的提出、研究对象的选取以及资料的收集和整理过程。第四章为研究过程,首先,对七年级信息技术课程的教学目标和学习者进行了分析,开学初掌握了三位信息技术学困生的信息技术水平,对教材中的教学策略进行了整体把握。其次,列举了三个实际课堂教学案例,通过实例说明在教学过程中如何运用教学策略去转化他们,在同一节课中让不同层次的学生都能在自己原有的基础上得到进步和提升。再次,叙述转化三位信息技术学困生的过程,分析一学年后他们的变化。最后,总结帮助信息技术学困生转化的经验。第五章为研究结论及建议。总结转化信息技术学困生的过程,给信息技术教师、学生、学校、家长提出建议。在研究不足与展望的过程中,反省笔者研究的不足之处,展望转化七年级信息技术学困生的前景。
[Abstract]:As a seventh-year IT teacher, there are always situations in which some students have the flexibility to apply new and old knowledge when they complete the classroom exercises assigned by the teacher. On the basis of teachers' explanation, their works will be beautified and perfected. However, some students appear timid, nervous, busy, and soon after the end of the class found that he is still in the beginning of the class steps, and some students simply to do other things that are not related to the class. These students who fail to meet the requirements of teaching goals in the classroom will become students with learning difficulties in information technology. If they are not treated with caution, it may threaten the smooth progress of the whole class and may destroy the order of the class. Therefore, it is more important to transform an IT student with learning difficulties than to train an excellent student. The purpose of this study is to analyze the feasibility of this research on the basis of a large number of literatures. Under the support of relevant theories, this paper analyzes the reasons for the formation of IT students with learning difficulties. In the process of transforming students with learning difficulties in practical teaching, the experiences of helping students with learning difficulties in information technology are summarized. Then it provides guidance for the later teaching work and improves the efficiency of transforming IT students with learning difficulties. The significance of this research is to build up their self-confidence in the process of transforming IT students with learning difficulties, to create a good classroom atmosphere, so that each student can enjoy the equity of education, and at the same time to provide reference for other teachers. There are five chapters in this thesis: the first chapter is the introduction, the introduction, the research purpose, the research significance and the research method. The second chapter is a literature review, to understand the current situation of research on students with learning difficulties at home and abroad, and to analyze the relevant research status of information technology and learning difficulties in the superstar academic resource discovery system. It also studies the relevant theories of this study: humanistic learning theory, attribution theory, constructivism learning theory, and deduces the concept of information technology students with learning difficulties from the definition of the concept of students with learning difficulties. The third chapter is the research design, including the establishment of the seventh grade information technology learning difficulties, the research hypotheses, the selection of research objects and the process of data collection and collation. The fourth chapter is the research process. Firstly, it analyzes the teaching objectives and learners of the seventh grade information technology course, grasps the information technology level of the three students with information technology learning difficulties at the beginning of school term, and makes an overall grasp of the teaching strategies in the teaching materials. Secondly, it enumerates three actual classroom teaching cases, and illustrates how to use teaching strategies to transform them in the teaching process, so that students of different levels can get progress and promotion on their own basis in the same class. Thirdly, it describes the process of transforming the three IT students with learning difficulties and analyzes their changes after one school year. Finally, the experience of helping the transformation of IT students with learning difficulties is summarized. The fifth chapter is the conclusion and suggestion of the research. Summarize the process of transforming IT students with learning difficulties and give advice to IT teachers, students, schools and parents. In the process of research deficiency and prospect, this paper reflects on the deficiency of the author's research, and looks forward to the prospect of transforming the seventh grade students with information technology learning difficulties.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.67

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