运用微课转化初中数学学困生的个案研究

发布时间：2018-03-07 13:50

本文选题：微课　切入点：转化　出处：《集美大学》2017年硕士论文　论文类型：学位论文

【摘要】：初中数学学困生的普遍存在是当今学校和教师面临的基本性问题,他们的大量存在直接影响着初中数学课堂的高效性,进而影响中考及格率、普高上线率;同时,该部分学生由于数学成绩的落后,也造成其在其他学科方面的薄弱,演变成多学科的学困生,并进而产生厌学、逃课、过早流入社会等不良行为。因此,如何有效转化数学学困生是初中数学教学中一个迫切需要解决的问题。本篇文章通过问卷调查方式调查初中数学学困生的学习状态等信息,并由而分析得到初中数学学困生的特点及形成原因。通过大量阅读与本文内容相关的资料,在充分了解前人研究结果的基础上,经过详细了解“微课”这一新型教学资源的特点后,确定研究内容为运用微课转化初中数学学困生,并运用个案研究法对研究内容进行了验证。本篇文章在个案研究试验中选取两名学生作为试验对象,提供给他们适合个体学情的微课视频进行课后复习指导。在试验过程中,及时跟踪他们的学习状态和听课效果,进行多次谈话及小测,了解他们各项数学能力的变化。通过试验研究,深刻展示了微课其教学时间短、教学内容独立、录制方式简便多样、播放方式快捷、观看时间碎片化等特点。学生学习微课后,在学习兴趣、理解能力、解题能力、思维能力上都有很大进步,从而归纳出运用微课进行初中数学学困生转化的可行性和优势。
[Abstract]:The general existence of junior middle school mathematics students with learning difficulties is the basic problem that schools and teachers face today. Their large number of students directly affect the efficiency of junior high school mathematics classroom, and then affect the pass rate of the middle school entrance examination and the rate of the general high school online; at the same time, Due to the backwardness of mathematics achievement, this part of the students has also caused their weakness in other subjects, which has turned into multi-disciplinary students with learning difficulties, and has resulted in some bad behaviors, such as weariness, skipping classes, premature inflow into society, and so on. How to effectively transform students with mathematics learning difficulties is an urgent problem to be solved in junior high school mathematics teaching. And from the analysis of junior high school students with mathematics learning characteristics and reasons. Through a lot of reading related to the content of this paper, on the basis of full understanding of the results of previous studies, After a detailed understanding of the characteristics of the new type of teaching resources, the research content is determined to transform junior middle school mathematics students with learning difficulties by using microcourses. In this paper, two students are selected as experimental objects in the case study experiment to provide them with a video of micro-course suitable for individual learning situation for after-class review. Tracking their learning status and listening effect in time, conducting many conversations and quizzes to understand the changes of their various mathematical abilities. Through experimental research, it is shown that the teaching time is short and the teaching content is independent. The recording method is simple and varied, the broadcast way is quick, the viewing time is fragmented and so on. After studying micro-class, students have made great progress in learning interest, understanding ability, problem-solving ability, thinking ability, etc. The feasibility and advantage of using micro-class to transform junior middle school mathematics students with learning difficulties are concluded.
【学位授予单位】：集美大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6;G434

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