农村小学留守儿童数学学习习惯培养研究

发布时间：2018-04-26 03:26

本文选题：农村小学 + 留守儿童　；参考：《南京师范大学》2017年硕士论文

【摘要】：随着城乡现代化进程的不断加快,农村剩余劳动力大规模地向城市转移,与此相应的是,农村留守儿童的出现和不断增加。所谓农村留守儿童,是指父母双方或一方从农村流动到其他地区,孩子留在户籍所在地的农村地区,并因此不能和父母双方共同生活在一起的儿童。由于留守儿童多数由父母其中一人或祖辈、亲友等人监护,其监护人没有精力或能力监督指导他们的学习,最终导致留守儿童形成了许多不良的数学学习习惯。数学学习习惯是学习主体在数学学科的学习过程中经过反复练习形成的、并发展成为个体的一种需要的自动化学习的行为方式。小学阶段是数学学习习惯培养的关键时期,因此加强对留守儿童良好数学学习习惯的培养具有重要的意义。通过对相关资料的研究了解到,我国在留守儿童的数学学习习惯方面的研究相对较少,缺乏一定的针对性。而本研究具有很强的针对性,主要研究农村小学留守儿童的良好数学学习习惯的培养。本文首先阐述了培养农村小学留守儿童良好数学学习习惯的研究背景、目的和意义、内容和方法,对国内外关于相关课题的研究现状进行了整理与分析。其次,分析了留守儿童、数学学习习惯的内涵,介绍小学数学学习习惯的特点,并从自身、学校、家庭、社会等4个方面分析了影响数学学习习惯培养的因素,且从行为主义学习理论、认知主义学习理论、建构主义学习理论的视角对培养农村小学留守儿童良好的数学学习习惯的生理机制、行为习惯、内部诱因等要素进行了全面的分析。笔者在参考了大量的文献资料的基础上,编制了留守儿童数学学习习惯调查问卷和教师的访谈问卷。通过问卷对以.定远县天河小学为例的留守儿童的数学学习习惯的现状进行调查和分析,调查结果显示大多数留守儿童在课前准备习惯、课堂听课习惯、课后复习习惯、书写作业习惯、课外阅读习惯、学习计划习惯、反思质疑习惯、合作探究习惯等八个方面的习惯较差。最后,笔者提出基于小组互助模式下的农村小学留守儿童数学学习习惯的培养策略。笔者根据农村地域性特点及农村小学留守儿童的家庭特点、心理特点等,采用小组互助模式的培养策略对农村小学留守儿童的数学学习习惯进行实践研究,且将互助小组分为课堂互助小组和课后互助小组,并把培养过程分为三个阶段,通过这三个阶段的培养,循序渐进地提高农村小学留守儿童的数学学习习惯。通过对四名农村小学留守儿童的典型案例的分析,结合笔者在教学实践中的经验得出农村小学留守儿童良好数学学习习惯包括课前准备习惯、课堂听课习惯、课后复习习惯、书写作业习惯、课外阅读习惯、学习计划习惯、反思质疑习惯、合作探究习惯等八个方面的培养策略。
[Abstract]:With the rapid development of urban and rural modernization, the surplus labor force in rural areas has been transferred to cities on a large scale. Accordingly, the emergence and increase of left-behind children in rural areas. The so-called left-behind children in rural areas refer to children whose parents or one of them move from rural areas to other areas, where the children remain in the rural areas where they are registered, and therefore cannot live together with their parents. As most of the left-behind children are supervised by one of their parents or grandparents, their guardians have no energy or ability to supervise and guide their study, which leads to the formation of many bad mathematical learning habits of left-behind children. The habit of learning mathematics is formed by the main body of learning through repeated practice in the course of learning mathematics subject, and has developed into a kind of behavior mode of automatic learning that the individual needs. The primary school stage is the key period for the cultivation of mathematics learning habits, so it is of great significance to strengthen the cultivation of good mathematics learning habits of left-behind children. Through the study of relevant data, we can find out that the study on mathematics learning habits of left-behind children in our country is relatively few and lacks some pertinence. And this research has very strong pertinence, mainly studies the good mathematics study habit of the rural primary school left-behind children. This paper first expounds the research background, purpose and significance, contents and methods of cultivating good mathematical learning habits of left-behind children in rural primary schools, and analyzes the current research situation of related subjects at home and abroad. Secondly, it analyzes the connotation of left-behind children and mathematics learning habits, introduces the characteristics of primary school mathematics learning habits, and analyzes the factors that affect the cultivation of mathematics learning habits from four aspects: self, school, family and society. And from the perspective of behaviorism learning theory, cognitive learning theory and constructivism learning theory, it can help to cultivate the physiological mechanism and behavior habits of rural primary school left-behind children. Internal inducement and other factors are comprehensively analyzed. On the basis of reference to a large number of literature, the author compiled the questionnaire of mathematics learning habits of left-behind children and the interview questionnaire of teachers. Through the questionnaire. The present situation of left-behind children's study habits in Tianhe Primary School in Dingyuan County is investigated and analyzed. The results show that the majority of left-behind children are prepared before class, listening to class, reviewing after class and writing homework. Reading habits, learning planning habits, reflection and questioning habits, cooperative inquiry habits and other eight habits are poor. Finally, the author puts forward the strategies of cultivating mathematics learning habits of left-behind children in rural primary schools based on group mutual aid model. According to the regional characteristics of rural areas and the family and psychological characteristics of left-behind children in rural primary schools, the author adopts the cultivation strategy of group mutual aid model to carry out practical research on the mathematical learning habits of left-behind children in rural primary schools. And the mutual aid group is divided into classroom mutual aid group and after-class mutual aid group, and the training process is divided into three stages. Through the cultivation of these three stages, the mathematics learning habits of rural primary school left-behind children can be improved step by step. Through the analysis of the typical cases of four rural primary school left-behind children, combined with the author's experience in teaching practice, it is concluded that the good mathematics study habits of the rural primary school left-behind children include the habit of preparing before class, listening to class and reviewing after class. The training strategies include homework habit, reading habit after class, study plan habit, introspection and questioning habit, cooperative inquiry habit and so on.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.5

【参考文献】