基于农村初中学生学习力提升的小组合作课堂的实践探索

发布时间：2018-07-11 15:35

本文选题：学习力 + 农村初中　；参考：《浙江师范大学》2015年硕士论文

【摘要】：基础教育改革的目标之一是转变课堂教学方式以及学生学习方式,让学生学会自主学习、合作学习、探究学习。教育的出发点和归宿点就是学生的学习,而学生学习的关键就是学习力。学习力是一种学习的能量、活力。因此,教育工作者在教学过程中,应当特别重视对学生学习力的培养。通过对学生学习力和小组合作学习的理论建构,发现合作学习提出的理论对提升学生学习力有很强的指导意义。于是,本文尝试通过小组合作教学来提升农村初中学生学习力。通过文献研究法理清学生学习力的内涵、要素及各要素的内在逻辑关系。根据对学习力的理解编制农村初中学生学习力问卷和课堂观察量表。通过问卷调查法了解农村初中学生学习力现状,分析影响学生学习力的因素。结果表明：农村初中学生已具备基本的学习力,但学习力水平中等,发展不均衡,学生在经验、反思、意志、实践与活动、批判与创新方面还存在不足。分析原因,这主要是与现在初中阶段应试环境下的课堂教学模式有关。在实验班以小组合作为课堂载体,并辅以学案导学和过程评价两大手段,进行实践探索,并在实践中发现问题、不断修正和完善教学策略。经过一学年的实践,通过对学生的成绩变化的分析、课堂观察、访谈、周记分析以及前后测问卷统计分析,均表明小组合作学习能够激发学生的学习兴趣,提升学生知识与经验水平,促进学生养成反思习惯,提高学生的课堂参与度与注意力,促进学生之间的协作与交往,提升学生实践与活动能力,提升学生批判与创新能力。学生自主性获得发展,综合素质得到提升,有效地提升了学生的学习力。同时,总结出了一系列有助于提升学生学习力的小组合作课堂的教学策略：注重学生合作意识与合作技能的培养；精心选择合作的内容,把握合作的时机；提供接近生活实际的学习情境；教师适时准确地点评；实施分层教学；及时反馈,及时评价。提升学生学习力的研究是一个长期而又循序渐进的过程,提升学生学习力的途径有很多,小组合作学习只是其中的一种提升途径,寻找多样化的提升途径是后续值得研究的问题。另外,对学习力的理解、影响学生学习力发展因素的全面性、提升学习力策略的多样性、以及课堂中师生关系的协调等问题都有待进一步研究。
[Abstract]:One of the goals of the basic education reform is to change the classroom teaching method and the students' learning way, so that the students can learn to study independently, cooperate and explore learning. The starting point and destination of education is students' learning, and the key of students' learning is learning ability. Learning is the energy and vitality of learning. Therefore, educators should pay special attention to the cultivation of students' learning ability in the process of teaching. Through the theoretical construction of students' learning ability and group cooperative learning, it is found that the theory put forward by cooperative learning has a strong guiding significance for improving students' learning ability. Therefore, this paper tries to improve the learning ability of rural junior middle school students through group cooperative teaching. This paper clarifies the connotation of students' learning ability, the elements and their internal logical relations through literature research. According to the understanding of learning ability, the questionnaire and classroom observation scale of rural junior middle school students' learning ability were developed. The present situation of rural junior middle school students' learning ability was investigated by questionnaire, and the factors influencing students' learning ability were analyzed. The results show that the rural junior middle school students already have the basic learning ability, but the learning ability level is medium, the development is not balanced, the student still has the insufficiency in the experience, the introspection, the will, the practice and the activity, the criticism and the innovation. Analyzing the reasons, this is mainly related to the classroom teaching mode in the examination-oriented environment in junior middle school. In the experimental class, the group cooperation is used as the classroom carrier, and the learning plan guidance and process evaluation are used to carry out practical exploration, to find problems in practice, and to revise and perfect the teaching strategy. After one year of practice, through the analysis of the students' performance changes, classroom observation, interviews, weekly notes analysis and statistical analysis of pre-and post-test questionnaires, it is shown that group cooperative learning can stimulate students' interest in learning. Improve students' level of knowledge and experience, promote students to form reflective habits, improve students' participation and attention in class, promote cooperation and communication between students, promote students' ability of practice and activity, and enhance students' ability to criticize and innovate. The development of student autonomy and the improvement of comprehensive quality effectively enhance students' learning ability. At the same time, it summarizes a series of teaching strategies of group cooperative classroom, which are helpful to improve students' learning ability: pay attention to the cultivation of students' cooperative consciousness and skills, carefully select the contents of cooperation, and grasp the opportunity of cooperation. Provide learning situation close to the reality of life; timely and accurate comments of teachers; implementation of stratified teaching; timely feedback, timely evaluation. The research of improving students' learning ability is a long-term and gradual process. There are many ways to improve students' learning ability. Group cooperative learning is just one of the ways to improve students' learning ability. Looking for diversified ways of promotion is a problem worth studying in the future. In addition, the understanding of learning ability, the comprehensiveness of factors affecting the development of students' learning ability, the diversity of learning ability strategies, and the coordination of teacher-student relationship in class are all to be further studied.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G632.4

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