分层教学理念下高中语文偏科生策略研究
发布时间：2018-10-23 18:33
【摘要】：随着我国教育改革的不断发展和新课程改革的深入实施,我们的高中教育越来越走向完善。注重学生个性差异发展成为许多教育工作者的目标。然而有一部分学生他们在某些学科非常优秀而在另一些学科成绩却较弱,也就是我们经常的偏科,这严重影响他们在高考中的发挥,成为了困扰学生和老师的难题。通过对高一成绩的比对,我发现语文偏科生占大约12%,虽然占比例不大,但是对每个学生来说却是百分之百。经过近几年的教学实践和对文献的查阅,我发现分层教学是一个既能关注学生差异发展又能帮助学生提高成绩的高效方法。因此我试图从分层教学角度探究高中语文偏科生的教学策略。语文偏科是一个复杂的问题,他涉及到很多原因。为了确保这次研究的科学性,笔者采用了文献法、问卷调查法还有谈话法获取了大量准确的、详实的研究资料和文学课堂教学实例,发现了高中语文偏科生偏科问题的诸多原因,比如语文基础知识薄弱、教师期望水平过高、语文思维方法不合理、缺少元认知策略和学习策略方法等。促进高中语文偏科生不断进步,有利于他们不断发展,更有利于他们人生的目标。因此笔者从学生主体分层、目标分层、课堂教学分层、评价分层几个角度研究语文偏科生分层教学的策略和方法,最终实现学生地全面发展。
[Abstract]:With the development of education reform and the implementation of new curriculum reform, our senior high school education is becoming more and more perfect. It is the goal of many educators to pay attention to the development of students' personality differences. However, some students are very good in some subjects, but weak in others, that is, we often deviate from the subject, which seriously affects their play in the college entrance examination, which has become a difficult problem for students and teachers. Through the comparison of the grade of senior one, I found that the proportion of Chinese students is about 12%, although the proportion is not large, it is 100% for each student. Through teaching practice and literature review in recent years, I find that stratified teaching is an efficient method which can not only pay attention to the development of students' differences, but also help students improve their grades. Therefore, I try to explore the teaching strategies of Chinese students in senior high school from the perspective of stratified teaching. Language bias is a complex problem, he involves many reasons. In order to ensure the scientific nature of this study, the author adopted the literature method, questionnaire survey and conversation method to obtain a large number of accurate and detailed research materials and literature classroom teaching examples. The author finds many reasons for the problem, such as weak basic knowledge of Chinese, high expectation of teachers, unreasonable thinking methods of Chinese, lack of metacognitive strategies and learning strategies, etc. To promote the progress of senior high school Chinese students, to help them to develop, more conducive to their goals in life. Therefore, the author studies the strategies and methods of stratified teaching of Chinese students from the perspectives of student subject stratification, goal stratification, classroom teaching stratification and evaluation stratification, so as to realize the overall development of students.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
本文编号：2290122
[Abstract]:With the development of education reform and the implementation of new curriculum reform, our senior high school education is becoming more and more perfect. It is the goal of many educators to pay attention to the development of students' personality differences. However, some students are very good in some subjects, but weak in others, that is, we often deviate from the subject, which seriously affects their play in the college entrance examination, which has become a difficult problem for students and teachers. Through the comparison of the grade of senior one, I found that the proportion of Chinese students is about 12%, although the proportion is not large, it is 100% for each student. Through teaching practice and literature review in recent years, I find that stratified teaching is an efficient method which can not only pay attention to the development of students' differences, but also help students improve their grades. Therefore, I try to explore the teaching strategies of Chinese students in senior high school from the perspective of stratified teaching. Language bias is a complex problem, he involves many reasons. In order to ensure the scientific nature of this study, the author adopted the literature method, questionnaire survey and conversation method to obtain a large number of accurate and detailed research materials and literature classroom teaching examples. The author finds many reasons for the problem, such as weak basic knowledge of Chinese, high expectation of teachers, unreasonable thinking methods of Chinese, lack of metacognitive strategies and learning strategies, etc. To promote the progress of senior high school Chinese students, to help them to develop, more conducive to their goals in life. Therefore, the author studies the strategies and methods of stratified teaching of Chinese students from the perspectives of student subject stratification, goal stratification, classroom teaching stratification and evaluation stratification, so as to realize the overall development of students.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.3
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