藏族数困生数学阅读理解困难的成因及对策研究

发布时间：2018-06-02 18:01

本文选题：藏族 + 数困生　；参考：《西藏大学》2017年硕士论文

【摘要】：基础教育课程改革的不断深入,对西藏双语数学教学的质量提出了更高的要求,而西藏藏族学生的数学成绩差是一个普遍现象,数困生所占的比重很大。自西藏实施双语教学以来,藏族学生用汉语交谈的水平有了显著提高,但数学阅读理解能力仍然非常差,而数学阅读理解困难是导致藏族学生数学学习困难的一个主要原因。为了贯彻落实新课标理念,使学生适应终身学习的大潮流,开展藏族数困生的数学阅读理解研究尤为重要。解决藏族数困生数学阅读理解困难,就能有效的提高藏族数困生的数学成绩,真正实现人人都获得良好的数学教育,不同的人在数学上得到不同的发展。对于数困生的关爱和有效的转换,还有利于社会的和谐稳定。本文重点研究以下几方面:(1)了解藏族数困生在数学阅读理解方面存在的困难;(2)分析教师在教学过程中对数困生和数学阅读重视程度的现状;(3)分析数困生数学阅读理解困难的成因;(4)针对数困生在数学阅读理解方面存在的困难提出相应的建议;(5)尝试设计教学案例从教学角度对数困生的数学阅读提供指导,以期能有效的提高数困生的数学水平。本文通过文献研究法、调查研究法、访谈法等科学研究方法对双语教学模式下的藏族数困生数学阅读现状进行研究,主要发现了以下问题:(1)数困生在藏族学生中所占比例很大,并且都伴随有数学语言障碍,主要是数学语言理解障碍和数学语言转换障碍,归结其原因主要是教师对数学阅读重视程度不够,意识淡薄,学生数学阅读能力和阅读方式方法上存在较大问题;(2)数学元认知与数学学习成绩之间有紧密的关系,而藏族学生的数学元认知能力比较差;(3)藏族学生在解决文字语言描述的问题上要强于用符号语言和图形语言描述的问题。针对存在的问题,提出建议:(1)提高藏族数困生的汉藏双语互译水平;(2)培养藏族数困生的数学语言解读能力;(3)开发适合西藏本土学生的民族特色数学教材;(4)教师定期对学生进行藏汉双语数学阅读指导;(5)教师积极参加各类培训,提高自己的综合能力,同时重视数学阅读教学,在教学方面,教师应该灵活的使用数学教材,增加情境教学,提高学生的数学学习兴趣,同时,规范自己的课堂指导用语,减少关键字教学。最后,从新授课和习题课两个角度对数学阅读课设计了案例,新授课的教学案例内容为《位置与方向》,习题课的教学案例内容为《用方程解决年龄问题》,并对部分数困生进行了数学阅读教学尝试,通过培养学生的数学阅读习惯和对学生进行数学阅读指导,有效减少了数困生对数学的恐惧,同时掌握了一些数学阅读的正确方法和技巧,对他们解决实际数学问题有一定的帮助。
[Abstract]:With the deepening of basic education curriculum reform, higher demands are put forward on the quality of bilingual mathematics teaching in Tibet. The poor mathematics achievement of Tibetan students in Tibet is a common phenomenon, and the number of poor students accounts for a large proportion. Since the implementation of bilingual teaching in Tibet, the level of Tibetan students' conversation in Chinese has been greatly improved, but the ability of mathematical reading comprehension is still very poor, and the difficulty of mathematical reading comprehension is one of the main reasons for Tibetan students' difficulty in learning mathematics. In order to carry out the idea of new curriculum standard and make students adapt to the trend of lifelong learning, it is very important to carry out the research on mathematics reading comprehension of Tibetan students with number difficulties. By solving the difficulty of reading and understanding mathematics of the Tibetan students with mathematical difficulties, we can effectively improve the mathematics achievement of the Tibetan students with poor mathematics, and realize that everyone can get a good mathematics education, and different people get different development in mathematics. For the number of needy students care and effective transformation, but also conducive to social harmony and stability. This paper focuses on the following aspects: 1) to understand the difficulties existing in mathematical reading comprehension of Tibetan students with mathematical difficulties. 2) to analyze the present situation of logarithmic poor students and the degree of importance attached to mathematical reading by teachers in the teaching process. 3) to analyze mathematical reading of students with mathematical difficulties. The causes of difficulty in understanding are as follows: (4) in view of the difficulties existing in mathematical reading comprehension of students with mathematical difficulties, the author puts forward corresponding suggestions. 5) trying to design a teaching case to provide guidance for mathematics reading of students with difficulty in mathematics from the perspective of teaching. In order to effectively improve the mathematical level of the number of poor students. This paper studies the present situation of mathematics reading of Tibetan students in the bilingual teaching mode through the methods of literature research, investigation, interview and other scientific research methods. The main findings are as follows: 1) the number of poor students accounts for a large proportion of Tibetan students. And they are accompanied by mathematical language barriers, mainly mathematical language understanding obstacles and mathematical language conversion obstacles, which are mainly due to teachers' insufficient attention to mathematical reading and weak awareness. There is a big problem in students' reading ability and method of reading. (2) there is a close relationship between mathematical metacognition and mathematics learning achievement. However, Tibetan students' mathematical metacognitive ability is relatively poor. (3) Tibetan students are better at solving the problem of written language description than that of using symbolic language and graphic language. For the problems that exist, To raise the level of Chinese-Tibetan Bilingual Translation of Tibetan students with number difficulties / 2) to develop the Mathematical language interpretation ability of Tibetan students with Mathematics difficulties / 3) to develop a Mathematics textbook with ethnic characteristics suitable for Native Tibetan students, No. 4) Teachers regularly carry out Tibetan and Chinese Teaching for students with Tibetan and Chinese characteristics Teachers actively participate in various kinds of training, At the same time, teachers should use mathematics teaching materials flexibly, increase situational teaching, improve students' interest in mathematics learning, at the same time, standardize their classroom instruction language. Reduce keyword teaching. Finally, from the perspective of new teaching and exercise, the paper designs a case study of mathematical reading. The content of the new teaching case is "position and direction", and the teaching case of exercise lesson is "solving the problem of age by equation". By cultivating students' reading habits and instructing them, the students' fear of mathematics is effectively reduced, and some correct methods and skills of mathematical reading are mastered. It will help them to solve practical mathematical problems.
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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