高中数学学优生与学困生课堂参与的比较研究

发布时间：2018-06-27 12:02

本文选题：学优生 + 学困生　；参考：《天津师范大学》2015年硕士论文

【摘要】：本文以学优生与学困生的课堂参与为切入点,以天津市西青区杨柳青第一中学为例,选取高二一个理科实验班和一个理科平行班为研究对象,通过对被试者的课堂观察、访谈,结合相关文献资料及研究理论,采用对比研究的方法,对两类学生的课堂参与的现状进行了描述,特别强调了学优生和学困生在其中表现出的不同点,而从课堂整体上看,学生的参与表现出,参与面不广泛,只是集中在某些的学生身上,参与方式单一,主要为问答式；从教师方面看,由于教师的自身情况的不同、教师对学生的期望值的不同以及课堂上所采取的教学方法上的不同,这些方面都会不同程度地影响学生课堂参与效果。在众多影响学生课堂参与的因素中,本文通过对资料的整理与分析,将影响学生课堂参与的因素分为内部因素(即学生个人因素)、外部因素(学生对教师评价对课堂参与的影响)。针对现状和理论的相关分析,本研究针对性的提出了促进不同层次的学生数学课堂参与的策略：(1)对于学优生：设置高难度挑战内容,激发参与的热情；培养竞争意识,增强成功体验(2)对于学困生：提高学困生的数学基础知识与基本技能；教师对学困生的严格要求(3)对全体学生：要注重培养学生的主体参与意识；转变传统的教学模式；搭建更广泛的参与平台,让学生的参与更为广泛。在我校探索实践绿色生命课堂“四五四”教学模式的过程中,将上述策略实施到“四五四”教学模式中,经过几年的教学实践,结果令人比较满意,从而证实上述策略是行之有效的,为提高学生课堂参与提供了参照依据。
[Abstract]:Taking the participation of gifted students and students with learning difficulties as the breakthrough point, taking Yangliuqing No.1 Middle School in Xiqing District of Tianjin as an example, this paper selects a science experimental class and a parallel science class as the research objects. Combined with the relevant literature and research theory, this paper describes the present situation of the two types of students' participation in the classroom by means of comparative study, especially emphasizes the differences between the excellent students and the students with learning difficulties, and looks from the classroom overall. The participation of students shows that the participation is not extensive, but it is concentrated on some students, and the way of participation is single, mainly question-and-answer; from the teacher's point of view, because of the different teachers' own situation, The different expectations of the students and the different teaching methods adopted in the classroom will affect the effect of the students' participation in the classroom to some extent. Among the many factors that affect the students' participation in class, this paper analyzes the data through the collation and analysis of the materials. The factors that affect students' classroom participation are divided into internal factors (i.e. students' personal factors) and external factors (students' evaluation of teachers' influence on classroom participation). According to the analysis of current situation and theory, this study puts forward the strategies of promoting students' participation in mathematics classroom at different levels: (1) for the students with excellent learning: setting up the content of high difficulty challenge, arousing the enthusiasm of participation, cultivating the sense of competition, Enhance the success experience (2) for the students with learning difficulties: improve the basic mathematics knowledge and basic skills of the students with learning difficulties, the strict requirements of teachers to the students with learning difficulties (3) to all students: pay attention to the cultivation of students' subjective participation consciousness, change the traditional teaching mode; Build a more extensive participation platform, so that students participate more widely. In the course of exploring and practicing the "May 4th" teaching mode in the green life classroom, the above strategies were put into practice in the "May 4th" teaching mode. After several years of teaching practice, the results are quite satisfactory. Thus, it is proved that the above strategies are effective and provide a reference basis for improving students' classroom participation.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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