初中数学学困生“乐学”课堂的研究

发布时间：2019-03-31 11:27

【摘要】：全日制义务教育指出:“数学教育要面向全体学生,使每个学生都能在数学上有所收获。”特别提出教师在教学上要尊重学生个体间的差异,要重视每一个学生,尤其是学困生,应尽力使他们能积极主动地参与到学习当中。可是在当前应试教育形势的逼迫下,很多学校及教师只关注优等生,导致着学困生逐渐增多。数学学困生问题已成为现在中学广泛存在的问题,导致初中数学成绩两极分化现象严重,特别在我所任教的第三初级中学,学困生更多,比例已达到30%。通过调查,很多农村学校还高于这个比例。面对这种现象,我想通过对初中数学学困生“乐学”课堂进行探究,来帮助减少学困生的产生。因此就以我所任教的学校作为研究对象,再参考大量的国内外优秀专家的研究成果,在这些基础上加上我个人的一些观点,最终确立了研究课题。希望通过对本课题的探究,能真正帮助解决学困生问题,提高学困生的数学成绩,增强他们的学习自信,变厌学为乐学。本课题的研究主要分为四个部分:第一部分主要介绍了提出的问题及乐学理论基础、国内外研究现状及学困生的界定,通过国内外对学困生研究的综合比较,对数学学困生的概念做了界定。第二部分主要对我校的数学学困生现状进行了调查,并根据调查结果进行分析,从而找出学困生的形成原因及心理特征。第三部分提出了数学学困生“乐学”课堂的实施策略。第四部分主要就以上实施策略在我校对数学学困生进行案例实验,从而得出转化效果。最后结合案例实验结果提出本课题研究的结论。通过我的课堂实践和研究发现,很多数学学困生都希望老师能给予他们关注和鼓励,他们都希望自己能在一个轻松快乐的环境中去学习和交流,而不是在枯燥紧张的数学课中不知所措。自从我在数学课堂上对一些学困生采用了“乐学”转化策略之后,很多学困生对数学重新有了热情,课堂上能积极主动地参与到学习活动中,他们的数学成绩都有不同程度的提高,部分学困生已成为班级的中等生,更重要的是改变了学困生的学习习惯和态度,让他们对数学产生了兴趣,体验到了学习的成功和快乐,告别厌学迎来乐学。面对以上结果,总体上还是比较满意,只是此次研究时间较短,实验结果必然有一定的误差,所以对研究效果也产生了一定的影响,但还是希望可以为今后教学提供一些帮助。
[Abstract]:Full-time compulsory education points out: "Mathematics education should be directed to all students, so that each student can gain something in mathematics." In particular, teachers should respect the differences among students in teaching, attach importance to every student, especially the students with learning difficulties, and try their best to enable them to actively participate in the study. However, under the pressure of the current exam-oriented education situation, many schools and teachers only pay attention to the excellent students, resulting in a gradual increase in the number of students with learning difficulties. The problem of students with learning difficulties in mathematics has become a widespread problem in middle schools, which leads to a serious polarization in junior high school results. Especially in the third junior middle school where I teach, the proportion of students with learning difficulties has reached 30%. Through the survey, many rural schools are still higher than this proportion. In the face of this phenomenon, I want to help to reduce the emergence of students with learning difficulties by exploring the classroom of "learning music" for students with learning difficulties in junior high school. Therefore, taking the schools I teach as the research object, and referring to the research results of a large number of excellent experts at home and abroad, and on the basis of these, together with some of my own views, I finally established the research topic. It is hoped that through the exploration of this topic, it can really help solve the problems of students with learning difficulties, improve their mathematical achievements, enhance their self-confidence in learning, and turn learning into fun. The research of this subject is mainly divided into four parts: the first part mainly introduces the problems raised and the theoretical basis of music, the current research situation at home and abroad and the definition of students with learning difficulties, through the comprehensive comparison of the study of students with learning disabilities at home and abroad, The concept of students with learning difficulties in mathematics is defined. The second part mainly investigates the present situation of the students with learning difficulties in our school, and analyzes the results according to the results of the investigation, so as to find out the causes and psychological characteristics of the students with learning difficulties. In the third part, the author puts forward the implementation strategies of the classroom of "Music Learning" for the students with mathematical learning difficulties. The fourth part mainly carries on the case experiment on the above implementation strategy in the proofreading mathematics students of our country, thus obtains the transformation effect. Finally, the conclusion of this study is put forward according to the experimental results of the case. Through my classroom practice and research, I found that many students with math difficulties want teachers to pay attention to them and encourage them, and they all hope that they can learn and communicate in a relaxed and happy environment. Not at a loss in a tedious math class. Since I adopted the "learning of music" transformation strategy for some students with learning disabilities in mathematics class, many students with learning disabilities have regained enthusiasm in mathematics, and have been able to actively participate in learning activities in class. Their math scores have been improved to varying degrees, and some students with learning difficulties have become middle-class students. More importantly, they have changed their learning habits and attitudes, so that they have become interested in mathematics and experienced the success and happiness of learning. Farewell to school and welcome to music. In the face of the above results, it is generally satisfactory, but this research time is relatively short, the experimental results must have a certain error, so it also has a certain impact on the research results, but still hope to provide some help for the future teaching.
【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】：G633.6

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