预初年级学困生的分数运算补救教学个案研究
发布时间：2018-08-31 12:28
【摘要】：分数的运算在学生整个初中阶段的数学学习中占有重要地位。分数运算是一种基本知识和基本技能,属于初中代数的核心内容。许多运算律需要记忆和熟练运用,学生能否熟练分数运算,将对初中阶段起到关键作用。预初年级数学学困生由于数学学习能力的缺损而导致在学习上明显落后于同年级的普通学生,在分数的运算上面屡屡犯错,计算水平还不能达到教学要求,在成绩上与普通生相比有很大差距,将会导致在未来的学习中带来困难,影响学生学习信心。在此背景下,本文研究以下问题:一、学困生在分数运算过程中的解题思路是怎样的;二、导致学困生经常性出现分数运算错误的原因是什么;三、怎样对学困生进行分数运算的补救。为研究以上问题,本文采用了以下方法:研究一采用测试法和分析法,分析了预初年级数学学困生的分数的化简、分数的加、减、乘、除和四则混合运算的解题步骤。将33名学困生和35名普通生成绩作为对比,归纳了学困生在分数运算解题过程中的典型错误;采用问卷调查法和访谈法,对全体预初年级学生做了调查问卷,访问了三名学困生和三名教师,得出学困生学习分数运算的现状和导致学困生运算错误的因素。研究二尝试结合Montague所提出的认知-元认知解题策略教学应用到分数运算中,对三名学困生进行补救教学的教学研究。研究发现:一、学困生有一套自己的乘法运算方法;在分数除法运算中,将除法转化为乘法后,学困生习惯性地将错误的乘法运算步骤迁移到除法运算中去;学困生更倾向于将分数化成小数来解题,没有主动运用运算律使得解题简便。二、异分母分数的加减法中,学困生难以辨别不同分母之间的关系;对因数、倍数、公因数、公倍数、最大公因数和最小公倍数的概念的不理解和分数化简的困难是运算错误的主要因素;笔算、口算障碍,较差的学习习惯和不良的学习方法也是影响学生分数运算的重要因素。三、在补救教学中融入认知-元认知策略,教导学生使用自我教导、自我提问、自我监控的方式能显著提高了三名学困生的分数运算的成绩,但是没有产生延时效果。
[Abstract]:The calculation of scores plays an important role in the mathematics study of the whole junior middle school. Fractional operation is a kind of basic knowledge and skills, which belongs to the core content of junior high school algebra. Many arithmetic laws need to be memorized and used skillfully. Whether students are proficient in fractional operation will play a key role in junior middle school. Because of the defect of mathematics learning ability, the students with mathematics learning difficulties in the early grade obviously lagged behind the ordinary students of the same grade in learning, and made repeated mistakes in the calculation of scores, and the level of calculation could not meet the teaching requirements. Compared with ordinary students, there is a big gap in performance, which will lead to difficulties in future learning and affect students' confidence in learning. In this context, this paper studies the following problems: first, how to solve the problem in the process of score calculation for students with learning difficulties; second, what is the cause of the students with learning difficulties frequently causing the score calculation errors; third, How to remedy the score calculation of students with learning difficulties. In order to study the above problems, the following methods are adopted in this paper: in the first research, by using the test method and the analysis method, the paper analyzes the steps of solving the problem of the score simplification, the addition, the subtraction, the multiplication, the division and the four mixed operations of the pre-grade mathematics students with learning difficulties. In this paper, 33 students with learning difficulties and 35 ordinary students are compared, and the typical mistakes in the process of solving problems by score calculation are summarized. Three students with learning difficulties and three teachers were interviewed to find out the present situation of learning scores and the factors leading to the errors in the calculation of students with learning difficulties. The second study attempts to apply the cognitive-metacognitive problem-solving strategy teaching proposed by Montague to the score calculation to study the remedial teaching of three students with learning disabilities. The results show that: first, the students with learning difficulties have a set of their own multiplication operation method, in the fractional division operation, division into multiplication, students with learning difficulties habitually transfer the wrong steps of multiplication to division operation; Students with learning difficulties tend to solve problems in fractional numbers, and do not take the initiative to use arithmetic laws to make solving problems simple. Second, in the addition and subtraction of different denominator scores, it is difficult for students with learning difficulties to distinguish the relationship between different denominators. The incomprehension of the concepts of the maximum common factor and the minimum common multiple and the difficulty of fractional simplification are the main factors of the calculation error, and the difficulty of writing and calculating, the poor learning habit and the bad learning method are also the important factors that affect the students' score calculation. Thirdly, incorporating cognitive metacognitive strategies into remedial teaching, teaching students to use self-teaching, self-questioning and self-monitoring can significantly improve the scores of the three students with learning disabilities, but it has no delay effect.
【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】：G633.6
本文编号：2214986
[Abstract]:The calculation of scores plays an important role in the mathematics study of the whole junior middle school. Fractional operation is a kind of basic knowledge and skills, which belongs to the core content of junior high school algebra. Many arithmetic laws need to be memorized and used skillfully. Whether students are proficient in fractional operation will play a key role in junior middle school. Because of the defect of mathematics learning ability, the students with mathematics learning difficulties in the early grade obviously lagged behind the ordinary students of the same grade in learning, and made repeated mistakes in the calculation of scores, and the level of calculation could not meet the teaching requirements. Compared with ordinary students, there is a big gap in performance, which will lead to difficulties in future learning and affect students' confidence in learning. In this context, this paper studies the following problems: first, how to solve the problem in the process of score calculation for students with learning difficulties; second, what is the cause of the students with learning difficulties frequently causing the score calculation errors; third, How to remedy the score calculation of students with learning difficulties. In order to study the above problems, the following methods are adopted in this paper: in the first research, by using the test method and the analysis method, the paper analyzes the steps of solving the problem of the score simplification, the addition, the subtraction, the multiplication, the division and the four mixed operations of the pre-grade mathematics students with learning difficulties. In this paper, 33 students with learning difficulties and 35 ordinary students are compared, and the typical mistakes in the process of solving problems by score calculation are summarized. Three students with learning difficulties and three teachers were interviewed to find out the present situation of learning scores and the factors leading to the errors in the calculation of students with learning difficulties. The second study attempts to apply the cognitive-metacognitive problem-solving strategy teaching proposed by Montague to the score calculation to study the remedial teaching of three students with learning disabilities. The results show that: first, the students with learning difficulties have a set of their own multiplication operation method, in the fractional division operation, division into multiplication, students with learning difficulties habitually transfer the wrong steps of multiplication to division operation; Students with learning difficulties tend to solve problems in fractional numbers, and do not take the initiative to use arithmetic laws to make solving problems simple. Second, in the addition and subtraction of different denominator scores, it is difficult for students with learning difficulties to distinguish the relationship between different denominators. The incomprehension of the concepts of the maximum common factor and the minimum common multiple and the difficulty of fractional simplification are the main factors of the calculation error, and the difficulty of writing and calculating, the poor learning habit and the bad learning method are also the important factors that affect the students' score calculation. Thirdly, incorporating cognitive metacognitive strategies into remedial teaching, teaching students to use self-teaching, self-questioning and self-monitoring can significantly improve the scores of the three students with learning disabilities, but it has no delay effect.
【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】：G633.6
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