创设化学小测验提高学困生学习效果的研究

发布时间：2018-05-19 00:00

本文选题：化学小测验 + 学困生　；参考：《延安大学》2017年硕士论文

【摘要】：随着时代的进步、新课改的实施,对学生的评价标准、方式都发生了改变。但是无论发生怎样的改变,通过测验来评价学生的这种方式从古至今一直存在着。因为测验是对学生学习成效的衡量标准,也是评价教师教学成效的有效途径和手段。从新课改的实施以来,教师的教学理念、课堂的教学模式以及师生的关系等,围绕着教学的方方面面均有了巨大的变化。其中,对于测验的改进与调整的研究也较多,但是对于通过测验来提高学困生学习效果的研究几乎没有。我国《基础教育课程改革纲要》里强调:教师应该关注学生的个体差异,使每个学生都得到全面的发展,激励每一个学生走向成功[1]。但在实际的教学过程中并非如此,因为,从测验题的设计过程中并没有考虑到全体学生的发展,“一刀切”现象非常普遍。基于此现象及问题的考虑,我们选择了“创设化学小测验提高学困生学习效果的研究”这一课题进行深入的分析和研究,并想要通过此课题的研究来给广大的中学教师针对学困生创设测验题方面提供相应的参考。通过对延安大学玉章实验中学的老师与初三年级的部分学困生进行访谈和调查,主要从测验题的创设情况、学生对学科的兴趣、对测验题的满意度、对测验题的批改情况等方面同时收集了相应的数据。通过对数据的分析发现,老师出测验题时考虑的是大多数学生的完成情况,对学困生是心有余而力不足。但是就学困生而言,他们学习基础差,普通的测验题对于他们来说题目太难、题量太大、内容枯燥乏味等。针对此现象,本文重点从如何创设测验题来提高学困生对化学学习的兴趣、提高他们的自信心以及学习效果等方面来创设适合他们做的小测验,并对以上的问题提出了一些可行性的策略。本人于2016年7月到2017年1月在延安大学玉章实验中学进行了实践研究,通过实践得出该方法是有效果的,对提高学困生有一定的帮助。
[Abstract]:With the progress of the times, the implementation of the new curriculum reform, the evaluation of students, the way have changed. But whatever changes take place, this way of evaluating students through tests has existed from time immemorial. Because the test is a measure of the students' learning effect, it is also an effective way and means to evaluate the teacher's teaching effect. Since the implementation of the new curriculum reform, great changes have taken place in all aspects of teaching, such as teachers' teaching concept, classroom teaching mode and the relationship between teachers and students. Among them, there are many studies on the improvement and adjustment of the test, but there is almost no research on how to improve the learning effect of the students with learning difficulties through the test. In the outline of basic Education Curriculum Reform in China, it is emphasized that teachers should pay attention to the individual differences of students, make every student develop in an all-round way, and encourage every student to succeed [1]. However, this is not the case in the actual teaching process, because the development of all students is not taken into account in the design of test questions, and the phenomenon of "one-size-fits-all" is very common. Based on this phenomenon and the consideration of the problem, we choose the topic of "creating a chemical quiz to improve the learning effect of students with learning difficulties" for in-depth analysis and research. And through the study of this topic to provide a reference for the vast number of middle school teachers to create test questions for students with learning difficulties. Through the interview and investigation on the teachers of Yuzhang Experimental Middle School of Yan'an University and part of the students with learning difficulties in Grade 3, this paper mainly discusses the creation of the test questions, the students' interest in the subject and their satisfaction with the test questions. At the same time, the corresponding data are collected from the examination questions. Through the analysis of the data, it is found that the teacher takes into account the completion of most students when he puts out the test questions, and the students with learning difficulties have more than their heart and lack of strength. But as for the students with learning difficulties, they have a poor learning foundation, common test questions are too difficult for them, too many questions, boring contents and so on. In view of this phenomenon, this paper focuses on how to create test questions to improve the interest of students with learning difficulties in chemistry learning, improve their self-confidence and learning effect to create a small test suitable for them to do. And put forward some feasible strategies to the above problems. From July 2016 to January 2017, I conducted a practical study in Yanchang Experimental Middle School of Yan'an University. It is concluded that this method is effective and helpful to improve the students with learning difficulties.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8

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