广州市高中生物学困生的现状调查及转化策略研究

发布时间：2018-12-08 12:54

【摘要】：高中生物学困生的转化,是在生物教师、生物学困生本人及家庭成员等三方共同努力下,依靠一定的转化策略,使生物学困生的生物成绩达到高中生物课程标准要求的一项工作。当前,对英语、数学等科目学困生的研究很多,但对生物学困生的研究少之又少,对广州市高中生物学困生的研究就更少,因此对广州地区高中生物学困生的成因分析以及转化策略的研究具有重要意义。本文通过对广州市高中学生生物学习状况的问卷调查,结合对高中生物教师、部分生物学困生代表以及有关班主任的访谈情况,分别从生物学困生产生的内在原因(内因)以及外在原因(外因)两方面进行分析,最后得出结论:生物学困生产生的内因主要有情绪不稳定、意志力薄弱、学习兴趣缺失、学习方法不当、学习习惯不良、基础薄弱、自信心不足;生物学困生产生的外因主要有家庭、学校、社会,生物教材的编排不合理等方面,其中社会和家庭一般是环境不良,而学校一般是生物教师以及学校管理层等方面存在的问题。根据调查显示,内因才是广州市高中生物学困生形成的主要原因,为此笔者将高中生物学困生划分为七种类型:情绪不稳定型、意志力薄弱型、学习兴趣缺乏型、学习方法不当型、学习习惯不良型、基础薄弱型、自信心不足型。在转化策略这一部分,笔者按照高中生物《课程标准》的要求,利用人本教育理论、个性差异理论、格式塔理论、建构主义理论、艾宾浩斯遗忘曲线规律、多元智力理论,成功教育理论等国内外先进理论,结合高中生物学困生的特点,从高中生物教师的角度提出了以下转化策略:一是给每位生物学困生建立学习状况资料库;二是生物教师要充分利用课余时间多和学困生进行沟通教育,给生物学困生传授一些控制情绪、培养顽强的意志力、制定科学的学习方法、端正学习态度,树立自信心等方面的方式和方法;三是生物教师要完善课堂教学策略,充分利用40分钟的课堂教学,激发学生的学习兴趣、培养学生的生物思维能力、提高学生的学习效率,让学生在学习生物知识的同时,能轻松体验到成功的喜悦;四是在课余时间给生物学困生进行个性化辅导。以上策略并不是单独实施的,在实施转化策略的时候各个策略相互结合,才能达到最佳的转化效果。受限于不同地区、不同学校生源质量的参差不齐,每个学校对高中生物学困生的评价标准都不相同,国家示范高中广雅中学的生物学困生到了其他学校也可能是生物学优生或者中等生。由此看来,高中生物学困生其实是一个相对概念,他们在学习生物的过程中,出现学习困难的现象只是暂时的,只要在生物教师以及学生双方共同努力下,每一位高中生物学困生都有机会成为生物学优生。
[Abstract]:The transformation of senior high school biology students with learning difficulties depends on certain transformation strategies under the joint efforts of biology teachers, biology students with learning difficulties themselves and family members. The work of making biology achievement of biology students meet the requirements of senior high school biology curriculum standard. At present, there are a lot of studies on students with learning difficulties in English, mathematics and other subjects, but there are very few studies on students with learning difficulties in biology, and even less on students with learning difficulties in senior high schools in Guangzhou. Therefore, it is of great significance to analyze the causes of high school biology learning difficulties in Guangzhou and to study the transformation strategies. Based on the questionnaire survey of biology learning status of senior high school students in Guangzhou, this paper combines the interviews with biology teachers, some representatives of biology students with learning difficulties and the teachers in charge of the class. This paper analyzes the internal causes (internal causes) and external causes (external causes) of the students with learning difficulties in biology, and concludes that the internal causes of the students with learning difficulties in biology are mainly emotional instability, weak willpower and lack of interest in learning. Improper learning methods, poor learning habits, weak foundation, lack of self-confidence; The main external causes of students with learning difficulties in biology are the unreasonable arrangement of family, school, society and biology teaching materials, among which the society and family are generally poor environment, while the school is generally the problem of biology teachers and school management. According to the investigation, the internal cause is the main reason for the formation of senior high school biology students with learning difficulties. For this reason, the author divides the senior high school students with biology learning difficulties into seven types: emotional instability, weak willpower, lack of interest in learning. Improper learning methods, poor learning habits, weak foundation, low self-confidence. In this part of the transformation strategy, according to the request of the senior high school biology "Curriculum Standard", the author uses the theory of humanism education, the theory of personality difference, the theory of Gestalt, the theory of constructivism, the law of Ibinhaos forgetting curve, the theory of multiple intelligence. The successful education theory and other advanced theories at home and abroad, combined with the characteristics of senior high school biology students with learning difficulties, put forward the following transformation strategies from the perspective of senior high school biology teachers: first, to establish a database of learning conditions for each student with biological learning difficulties; Second, biology teachers should make full use of their spare time to communicate with students with learning difficulties, teach them some control emotions, cultivate tenacious willpower, formulate scientific learning methods, and correct their learning attitudes. The ways and methods of building up self-confidence and so on; Third, biology teachers should perfect classroom teaching strategies, make full use of 40-minute classroom teaching, stimulate students' interest in learning, cultivate students' biological thinking ability, improve students' learning efficiency, and let students learn biological knowledge at the same time. Can easily experience the joy of success; Fourth, in the spare time for students with biological learning difficulties personalized counseling. The above strategies are not implemented alone. When implementing the transformation strategy, each strategy can be combined to achieve the best transformation effect. Limited by different regions, the quality of students in different schools varies, and each school has different evaluation criteria for senior high school students with biological difficulties. Students with biology difficulties in Guang Ya Middle School, a national model high school, may also be gifted or secondary students in other schools. In view of this, high school biology students with learning difficulties are actually a relative concept. In the process of learning biology, the phenomenon of learning difficulties is only temporary, as long as biology teachers and students work together, Every senior high school student with biology difficulties has the chance to become an excellent biology student.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.91

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