基于赏识教育的初中物理学困生转化研究

发布时间：2018-03-27 21:02

本文选题：初中物理　切入点：赏识教育　出处：《上海师范大学》2017年硕士论文

【摘要】：百年大计,教育为本。我国教育倡导以人为本,以学生为中心,培养全面发展的人才,让每个学生受到民主平等的对待,让每个学生的个性都能够得到充分的发展。然而在现行的教育体制下,大多数的学校仍采用应试教育,素质教育未得到实际的落实,致使一部分学生没有达到课程标准的要求,成为所谓的学困生。作为物理教师,我们有责任帮助学困生克服物理学习方面的困难,建立学习的自信心。研究发现,学困生形成的过程中,除了智力因素外,非智力因素的影响也是不容忽视的。据此,本文通过分析学困生非智力因素方面的特征,尝试通过赏识教育进行初中物理学困生的转化研究,以实现对学困生非智力因素的积极转化,促进其学业水平的提高。研究过程中,首先对实习学校四个班级的学困生进行问卷调查,了解学困生在物理学习中非智力因素方面的情况及对教师评价的反馈。在此基础上,分析赏识教育转化初中物理学困生的机理、原则,并进一步提出赏识教育转化策略,即以爱为基,培养师生情感;挖掘闪光点,赏识学困生;巧用赏识性评价;挖掘赏识因素,搭建赏识平台;实施分类与分层赏识教育;个别辅导,成绩激励;发挥赏识榜样的示范作用;联合班集体、家长、任课教师的教育合力。然后,采用班级对照实验的形式,将赏识教育策略应用于学困生转化的教学实践中。通过对实验前后学困生的物理成绩和问卷的处理分析,发现赏识教育对于物理学困生的非智力因素方面的转化效果明显,特别是在提高学习兴趣、自信心等方面影响较大,但受多方面因素的影响,学生的学习成绩并没有得到显著地提高。可见,转化物理学困生是一个漫长而复杂的过程,需要我们持之以恒的坚持下去。本研究不仅进一步补充完善了赏识教育理论,同时对于当前解决初中物理学困生的转化问题提供了较好的指导意见,具有一定的参考价值。
[Abstract]:China's education advocates people-oriented, student-centered, all-round development of talent, so that every student is treated with democracy and equality. However, under the current educational system, most schools still adopt examination-oriented education, and quality education has not been put into practice, causing some students to fail to meet the requirements of curriculum standards. It is our duty as a physics teacher to help students with learning difficulties overcome their difficulties in learning physics and build up their self-confidence in learning. The study found that in the process of forming students with learning difficulties, in addition to intellectual factors, The influence of non-intelligence factors can not be ignored. Based on the analysis of the characteristics of non-intelligence factors of students with learning difficulties, this paper attempts to study the transformation of students with learning difficulties in junior high school through appreciation education. In order to realize the positive transformation of the non-intelligence factors of the students with learning difficulties and promote the improvement of their academic level, in the course of the research, the students with learning difficulties in the four classes in the practical school were investigated with a questionnaire survey. To understand the situation of non-intelligence factors in physics learning of students with learning difficulties and the feedback to teachers' evaluation. On this basis, the mechanism and principle of appreciation education transforming into junior middle school physics learning difficulties are analyzed, and the strategies of appreciation education transformation are put forward. Namely, based on love, cultivate teachers and students' emotion; excavate bright spot, appreciate students with learning difficulties; use appreciative evaluation skillfully; excavate appreciation factor, build appreciation platform; carry out classification and stratified appreciation education; individual guidance, achievement incentive; Play an exemplary role in appreciating role models; combine the educational joint efforts of class groups, parents, and teachers. Then, in the form of class controlled experiments, The appreciation education strategy is applied to the teaching practice of the transformation of students with learning difficulties. Through the analysis of the physical achievements and questionnaires of the students with learning difficulties before and after the experiment, it is found that appreciation education has obvious effect on the transformation of non-intelligence factors of students with learning difficulties in physics. Especially in improving learning interest, self-confidence and other aspects, but affected by many factors, students' academic achievement has not been significantly improved. It can be seen that it is a long and complex process to transform students with learning difficulties in physics. This study not only further complements and perfects the theory of appreciation education, but also provides better guidance for solving the problem of transformation of junior middle school physics students with learning difficulties, and has certain reference value.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.7

【参考文献】