南疆地区高中生学习化学困难成因及转化策略研究
发布时间：2018-10-22 19:15
【摘要】：学困生是摆在教育工作者眼前的世界性问题,2013年新疆维吾尔自治区南疆四地州实施12年义务教育,即高中阶段被纳入义务教育以来,该区各民族高中学生数量迅速增加,迎来了一场教育教学“革命”,“学困生”和“问题学生”数目日益剧增,这些给民族高中带来了冲击,也给从事民族教育的广大教师带来了很多困扰,加重了学困生转化工作的担子。基于这样的背景,笔者提出了问题,并进行该课题的研究。本文中,笔者以莎车县的两所民族高中的学困生为例,从学习动机和兴趣、学习习惯与策略、学习心理以及外在因素的影响等四个个方面入手,对学优生和学困生分别以汉文和维吾尔文的形式进行三种调查问卷,分析和总结了该区少数民族化学学困生的成因,并结合相关的教育学、心理学理论及实际教学状况,探讨制定了相应的对策,最后进行了个案的实践转化研究。全文共分为七个部分:第一部分是绪言,主要介绍问题提出的背景,研究综述,本课题研究的目的、内容、方法及意义。文章第二部分介绍了国内外对“学困生”和“化困生”的界定,以及学困生成因和转化的相关理论。第三部分是以维吾尔族为主的少数民族化学学困生成因的实证分析,以莎车县第一中学和第八中学为样本,采取抽样调查方法,对研究对象开展实证研究。结果说明学困生形成主要因素是动机及动力不足,起点知识与技能欠缺,化学的学习兴趣不稳定,化学学习有效学习策略缺失,化学学习责任心不强以及化学学习效能感较差,社会环境因素,学校环境因素,家庭环境因素,化学学科特征及多重语言障碍等。文章的第四部分从内外因素对少数民族化学学困生的成因进行了系统、细致地分析。第五部分在相关理论及研究的基础上,提出如何转化该区民族高中化学学困生的策略,主要包括:增强学困生化学学习责任心,培养学困生良好的心理素质,激发学困生的学习动机及兴趣,教会学困生掌握化学学习策略,提高民族地区教师教学能力,即深入了解少数民族学生的生活及思想特点、提高业务水平,提高科研能力、注重改进教育教学方法、发自内心地帮助民族学困生,提高通用语言的学习能力,营造民族地区家教综合的教育环境等。第六部分介绍了针对维吾尔族化学学困生进行的转化案例与研究结果。第七部分提出了研究结论,本课题存在的不足之处及发现的新问题,并对今后的研究提出了展望。
[Abstract]:Students with learning difficulties are a worldwide problem in front of educators. In 2013, four regions of southern Xinjiang, Xinjiang Uygur Autonomous region, implemented 12 years of compulsory education, that is, the number of senior high school students of all nationalities in the region has increased rapidly since the high school period was included in compulsory education. It ushered in a "revolution" in education and teaching, with the number of "students with learning difficulties" and "problem students" increasing day by day. These brought shocks to national high schools and a lot of troubles to the vast number of teachers engaged in ethnic education. This has increased the burden of transforming students with learning difficulties. Based on this background, the author puts forward the question, and carries on the research of this subject. In this paper, the author takes the students with learning difficulties in two national high schools in Shacha County as an example, starting with four aspects: learning motivation and interest, learning habits and strategies, learning psychology and the influence of external factors. Three kinds of questionnaires were carried out in the form of Chinese and Uygur, respectively. The causes of the ethnic minority chemistry students with learning difficulties were analyzed and summarized, and combined with the relevant pedagogy, psychology theory and actual teaching situation. The corresponding countermeasures have been made, and the case study of practice transformation has been carried out at the end of the paper. The paper is divided into seven parts: the first part is the introduction, mainly introduces the background of the question, the research summary, the purpose, content, method and significance of this research. The second part of the article introduces the definition of "students with learning difficulties" and "students with learning difficulties" at home and abroad, as well as the relevant theories of the causes and transformation of students with learning difficulties. The third part is the Uygur ethnic minority students with chemical learning difficulties empirical analysis, taking the first middle school and the eighth middle school as samples, adopting sample survey method to carry out empirical research on the research object. The results showed that the main factors of forming students with learning difficulties were lack of motivation and motivation, lack of starting knowledge and skills, unstable interest in chemistry learning, lack of effective learning strategies, weak sense of responsibility in chemistry learning and poor sense of chemical learning efficacy. Social environmental factors, school environmental factors, family environmental factors, chemistry characteristics and multiple language disorders. The fourth part systematically analyzes the causes of ethnic chemistry learning difficulties from internal and external factors. In the fifth part, on the basis of relevant theories and researches, the author puts forward some strategies to transform the students with chemistry difficulties in this area, including: strengthening the students' sense of responsibility in chemistry learning and cultivating their good psychological quality. To stimulate the learning motivation and interest of the students with learning difficulties, to teach the students with learning difficulties to master the chemistry learning strategy, to improve the teaching ability of teachers in ethnic minority areas, that is, to deeply understand the life and ideological characteristics of minority students, to improve their professional level, and to improve their scientific research ability. Emphasis should be placed on improving teaching methods, helping students with learning difficulties from the heart, improving the learning ability of common language, and creating a comprehensive educational environment for family education in minority areas. The sixth part introduces the transformation cases and research results of Uygur chemistry students with learning difficulties. In the seventh part, the author puts forward the research conclusions, the shortcomings and the new problems, and puts forward the prospect for the future research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
本文编号：2288064
[Abstract]:Students with learning difficulties are a worldwide problem in front of educators. In 2013, four regions of southern Xinjiang, Xinjiang Uygur Autonomous region, implemented 12 years of compulsory education, that is, the number of senior high school students of all nationalities in the region has increased rapidly since the high school period was included in compulsory education. It ushered in a "revolution" in education and teaching, with the number of "students with learning difficulties" and "problem students" increasing day by day. These brought shocks to national high schools and a lot of troubles to the vast number of teachers engaged in ethnic education. This has increased the burden of transforming students with learning difficulties. Based on this background, the author puts forward the question, and carries on the research of this subject. In this paper, the author takes the students with learning difficulties in two national high schools in Shacha County as an example, starting with four aspects: learning motivation and interest, learning habits and strategies, learning psychology and the influence of external factors. Three kinds of questionnaires were carried out in the form of Chinese and Uygur, respectively. The causes of the ethnic minority chemistry students with learning difficulties were analyzed and summarized, and combined with the relevant pedagogy, psychology theory and actual teaching situation. The corresponding countermeasures have been made, and the case study of practice transformation has been carried out at the end of the paper. The paper is divided into seven parts: the first part is the introduction, mainly introduces the background of the question, the research summary, the purpose, content, method and significance of this research. The second part of the article introduces the definition of "students with learning difficulties" and "students with learning difficulties" at home and abroad, as well as the relevant theories of the causes and transformation of students with learning difficulties. The third part is the Uygur ethnic minority students with chemical learning difficulties empirical analysis, taking the first middle school and the eighth middle school as samples, adopting sample survey method to carry out empirical research on the research object. The results showed that the main factors of forming students with learning difficulties were lack of motivation and motivation, lack of starting knowledge and skills, unstable interest in chemistry learning, lack of effective learning strategies, weak sense of responsibility in chemistry learning and poor sense of chemical learning efficacy. Social environmental factors, school environmental factors, family environmental factors, chemistry characteristics and multiple language disorders. The fourth part systematically analyzes the causes of ethnic chemistry learning difficulties from internal and external factors. In the fifth part, on the basis of relevant theories and researches, the author puts forward some strategies to transform the students with chemistry difficulties in this area, including: strengthening the students' sense of responsibility in chemistry learning and cultivating their good psychological quality. To stimulate the learning motivation and interest of the students with learning difficulties, to teach the students with learning difficulties to master the chemistry learning strategy, to improve the teaching ability of teachers in ethnic minority areas, that is, to deeply understand the life and ideological characteristics of minority students, to improve their professional level, and to improve their scientific research ability. Emphasis should be placed on improving teaching methods, helping students with learning difficulties from the heart, improving the learning ability of common language, and creating a comprehensive educational environment for family education in minority areas. The sixth part introduces the transformation cases and research results of Uygur chemistry students with learning difficulties. In the seventh part, the author puts forward the research conclusions, the shortcomings and the new problems, and puts forward the prospect for the future research.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.8
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