初三数学“优等生”与“学困生”学习策略调查与分析

发布时间：2019-03-13 11:37

【摘要】：初三的数学“优等生”与“学困生”是两个比较特殊的群体,也是初三教学中需要特别关注的。但是实际初三教学中,数学教师更多的关注中等生,对“学困生”和“优等生”的关注度不高。在实际的数学学习过程中,教师传授的数学知识是相同,但是学生各自的学法不尽相同。正是由于学生各自的学习方法导致学生的差异存在,从而对初三数学“优等生”与“学困生”的学习策略进行调查。希望引起教师的关注,从而更好的解决“优等生”与“学困生”的问题。初三数学“优等生”与“学困生”的两个群体是存在且比较普遍的。在此之前已经有许多专家和学者进行了专门的研究,不仅分析了“学困生”产生的原因,还论述了如何开展“学困生”的数学教学。在“优等生”方面,许多专家提出了专门的教学方法以及教学建议。学者也已经进行过“优等生”与“学困生”的对比研究,研究两种群体的差异等等。本文的研究侧重于“优等生”与“学困生”的学习策略,尤其是比较侧重目标管理策略的调查和研究。首先,笔者查阅了大量的相关文献和资料,从理论方面对初三数学“优等生”与“学困生”以及学习策略进行了论述。在此基础上,笔者界定了数学“优等生”,数学“学困生”以及数学学习策略的详细概念,阐明了数学策略的理论基础。其次,在本文调查中,调查问卷从十个维度展开进行,分别是态度、动机、时间管理、焦虑、专心、信息加工、选择要点、学业求助和自我测试。通过对初三数学“优等生”与“学困生”的数学学习策略的调查,并且通过独立样本T检验和相关性分析,得到了“优等生”与“学困生”的数学学习特点。本部分在分析“学困生”与“优等生”的具体数学学习策略时,根据十个维度的具体展开,并且从课前、课中以及课后等方面具体来说明他们的特点。最后,针对初三数学“优等生”与初三数学“学困生”的数学学习策略的调查,得到的十个维度的数学学习特点。从而分别从十个维度提出相应的学习策略改进和提高的建议。建议主要针对教师和学生两个方面,较少的建议需要家长进行配合。数学学习策略的教学建议主要从三个方面来进行。⑴教师要进行实际调查,了解“学困生”与“优等生”原有的数学学习方法和策略,从而有针对性的展开教学。⑵教师在讲授学习策略时,要呈现学习策略的具体内容以及意义和价值。⑶教师在实际的数学课堂中,将数学学习策略运用到教学情境中。同时,也要给学生提供锻炼的机会,让学生真正的理解。从而,学生可以将数学学习策略运用到实际的数学学习中。
[Abstract]:Mathematics "excellent students" and "students with learning difficulties" in the third year of junior high school are two special groups, which also need to be paid special attention to in the teaching of the third grade of junior high school. However, in the teaching of the third grade of junior high school, mathematics teachers pay more attention to middle-class students, but pay little attention to "learning-poor students" and "excellent students". In the process of practical mathematics learning, the teachers teach the same mathematics knowledge, but the students' learning methods are different. It is precisely because the students' learning methods lead to the students' differences that the students' learning strategies of "excellent students" and "students with learning difficulties" in the third year of junior high school are investigated. Hope to arouse the attention of teachers, so as to better solve the problems of "excellent students" and "students with learning difficulties". There are two groups in mathematics "excellent students" and "students with learning difficulties" in the third year of junior high school. Before this, many experts and scholars have carried out special research, not only analyzing the causes of the "students with learning difficulties", but also discussing how to carry out the mathematics teaching of the students with "learning disabilities". In the field of "excellent students", many experts have put forward special teaching methods and teaching suggestions. Scholars have also carried out comparative studies on "excellent students" and "students with learning difficulties", and studied the differences between the two groups. The study of this paper focuses on the learning strategies of "excellent students" and "students with learning difficulties", especially on the investigation and research of objective management strategies. First of all, the author consulted a large number of relevant literature and materials, from the theoretical aspect of mathematics "excellent students" and "learning poor students" as well as learning strategies. On this basis, the author defines mathematical "excellent students", mathematical "poor students" and the detailed concepts of mathematical learning strategies, and clarifies the theoretical basis of mathematical strategies. Secondly, in this paper, the questionnaire is carried out from ten dimensions: attitude, motivation, time management, anxiety, concentration, information processing, selection points, academic help-seeking and self-testing. Through the investigation of mathematics learning strategies of "excellent students" and "students with learning difficulties" in the third year of junior high school, and by means of independent sample T test and correlation analysis, the mathematical learning characteristics of "excellent students" and "students with learning difficulties" are obtained. In this part, when analyzing the specific mathematical learning strategies of students with learning difficulties and excellent students, the characteristics of students with learning difficulties are explained from the aspects of pre-class, in-class and after-class, according to the concrete development of ten dimensions. Finally, according to the investigation of mathematics learning strategies of "excellent students" and "students with learning difficulties" in the third year of junior high school, the characteristics of mathematics learning in ten dimensions are obtained. Thus, the corresponding improvement and improvement of learning strategies are put forward from ten dimensions. Suggestions are mainly aimed at teachers and students, less advice needs parents to cooperate. The teaching suggestions of mathematics learning strategies are mainly carried out from three aspects. (1) Teachers should conduct a practical investigation to understand the original mathematical learning methods and strategies of "students with learning difficulties" and "excellent students". 2 when teachers teach learning strategies, they should present the concrete contents, meaning and value of learning strategies. 3. In the practical mathematics classroom, teachers apply mathematics learning strategies to the teaching situation. At the same time, we should also provide students with the opportunity to exercise, so that students can really understand. Thus, students can apply mathematics learning strategies to practical mathematics learning.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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