预初年级学生数学学习障碍的成因分析和补救教学策略研究

发布时间：2018-01-01 08:40

本文关键词：预初年级学生数学学习障碍的成因分析和补救教学策略研究　出处：《上海师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：受西方和台湾地区对于学习障碍的研究影响,近年来内地学者开始关注学习障碍者的成因分析和干预治疗,但形成的理论并不健全。数学学习障碍作为学习障碍的一个亚型,具有典型意义。本文采用文献研究、调查法、访谈法、个案研究等方法着重探究预初年级学生数学学习障碍的成因分析,主要通过个体在生理、心理和环境作用下所受到的多因素成份影响,结合笔者对所代课学校预初年级学生开展调查问卷的统计结果,对于不同因素采用了定量和定性相结合的方法进行分析,并给出自己的建议和意见。学生学习的低成就表现影响着整个教学活动,而一线教师并没有足够的对于数学学习障碍的相关知识能够对这类学生进行补救教学。现有的消除或缓解数学学习障碍策略都倾向于在教师的课堂教学中,而忽视对学生的个别辅导。对于消除数学学习障碍所选取的策略,本文的理论基础来自台湾地区全民推广的补救教学措施。台湾的补救教学是一场在教育界自上而下刮起的大风暴,深入到全台各区各校,补救教学主要采取教师对学生课间抽离和课后辅导的方式,对于不同学生进行有针对性的辅导和训练,有专门的补救教学教材,也有学生网络系统可供长期监测该生的学习状况。本文中笔者先是给出三种因素影响下形成的数学学习障碍的补救教学案例设计,以期为一线教师对相应状况的学生进行补救教学提供理论依据,也为广大一线教师提供一种思路,希望他们可以在实际教学中加以创新和应用。之后笔者根据所教班级的数学学习障碍学生开展个案研究,为研究对象制定有针对性的补救教学策略,经过一学期的观察与执行补救教学,该生在标准化测试中成绩有显著提升,经过考量,可以认定补救教学是可以辅助教师在课间、课后开展,有效控制不同学生对于不同类型数学学习障碍的一种有效策略,值得在今后的研究中继续推广。
[Abstract]:From the West and Taiwan area for the research of the influence of learning disabilities, in recent years the mainland scholars began to cause analysis and intervention on the learning disability, but the theory is not perfect. The mathematical learning disabilities as a subtype of learning disabilities, has the typical significance. This article used literature research, survey method, interview method. The case study focuses on exploring the causes of such preliminary mathematics grade students with learning disabilities, mainly through the influence of many factors in individual physiological components by the psychological and environmental effect, combined with the statistical results of the pre school first grade students to substitute the questionnaire the author, for different factors by quantitative and qualitative methods carries on the analysis, suggestions and opinions and give their students. Low achievement affects the whole teaching activities, and teachers are not enough for Mathematics The related knowledge of learning disabilities can carry out remedial instruction for this kind of students. The existing mathematic learning strategies to eliminate or alleviate the obstacles are inclined in the classroom teaching of teachers, while neglecting students' individual counseling. For the elimination of mathematics learning disabilities selected strategy, this article theoretical basis from national promotion of remedial teaching measures in Taiwan Taiwan area. Remedial teaching is a blow in the educational circles from top to bottom of the storm, into Taiwan district schools, teachers mainly take remedial teaching and after-school tutoring to students out of the way for different classes, students targeted counseling and training, special remedial teaching material, there are also students the network system for long-term monitoring of the student's learning situation. In this paper, the author first remedial teaching case design of learning disabilities are three factors that influence the formation of mathematics, in order to To provide a theoretical basis for teachers to students in the corresponding remedial teaching, but also provides a new idea for the teachers, hope they can be innovative and applied in practical teaching. Then according to the classes taught mathematics to carry out case studies for students with learning disabilities, as the research object to make a remedial teaching strategy of through the observation and execution of remedy, a semester of teaching, the students in the standardized test scores were significantly improved, after consideration, that is remedial teaching can help teachers in class, after class to carry out effective control for different students, an effective strategy for different types of mathematics learning disabilities, worthy of research in the future to continue to promote.

【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6;G760

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