初中化学学困生成因分析及转化对策

发布时间：2018-06-23 19:11

本文选题：初中 + 化学学困生　；参考：《河北师范大学》2015年硕士论文

【摘要】：在中学教育中,初中教育是起始阶段。化学是从初中八年级或九年级开始开课,初中化学是化学的启蒙课程,在化学学习中占有重要的作用。本论文就是对初中化学学习出现困难的学生进行研究。本文以初中化学学困生为例,通过访谈、观察、问卷调查等方法,试图从影响学困生学习困难的原因方面进行分析和探讨,以制定帮助化学学困生快速“脱困”的有效对策。在查阅大量文献、访谈和观察的基础上,编制了调查问卷,以河北省石家庄市某中学为样本,采取整群抽样的方法对学生进行了问卷调查。结果发现:造成化学学困生学习困难的内部因素是学习认知力较弱、学习意志力薄弱、学习策略不当、学习习惯不良、学习成就感不高;外部因素是教具使用不当、对班级或学校不适应、师生关系不良及亲子关系失败。针对上述调查结论,采取利用多种教学方式激发化学学困生学习兴趣、养成良好学习习惯、创造机会让学困生体验成功的欢乐、建立良好师生关系、从而对初中化学学困生进行转化研究。结果表明:学困生在学习成绩、学习方法、教学方式兴趣、学习体验、师生关系方面等与之前相比都存在显著差异,表明采取适当的教学策略学困生是可以转化的。
[Abstract]:In the middle school education, the junior middle school education is the initial stage. Chemistry starts from the eighth or ninth grade of junior high school. Junior high school chemistry is the enlightening course of chemistry, which plays an important role in chemistry study. This thesis is to the junior high school chemistry study difficulty student carries on the research. Taking junior middle school chemistry students with learning difficulties as an example, through interviews, observations, questionnaires and other methods, this paper attempts to analyze and discuss the reasons that affect the learning difficulties of students with learning difficulties, so as to formulate effective countermeasures to help chemistry students with learning difficulties get rid of difficulties quickly. Based on a large number of literature, interviews and observations, a questionnaire was compiled, and a cluster sampling method was used to investigate the students in a middle school in Shijiazhuang City, Hebei Province. The results showed that the internal factors of learning difficulty were weak cognitive ability, weak learning willpower, improper learning strategy, poor learning habit and low sense of learning achievement, while the external factors were improper use of teaching aids. Do not adapt to classes or schools, poor teacher-student relationship and parent-child relationship failure. In view of the above findings, the students with learning difficulties are encouraged to learn by various teaching methods, forming good study habits, creating opportunities for students with learning difficulties to experience the joy of success, and establishing a good teacher-student relationship. In order to study the transformation of junior middle school chemistry students with learning difficulties. The results show that there are significant differences in learning achievement, learning methods, interest in teaching methods, learning experience and teacher-student relationship between the students with learning difficulties and before, which indicates that students with learning difficulties can be transformed by appropriate teaching strategies.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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