初中“学困型问题生”的干预策略研究

发布时间：2017-12-31 21:21

本文关键词：初中“学困型问题生”的干预策略研究　出处：《鲁东大学》2015年硕士论文　论文类型：学位论文

【摘要】：本文以布迪厄资本理论、亚文化相关理论等为依据对“学困型问题生”的生成过程进行分析。从布迪厄资本理论看“学困生”在课堂教学中的处境，发现教师基于学生拥有资本的数量和类型将不同数量和类型的知识分配给不同的学生，“学困生”获得的知识少、类型单一。通过对课堂中学生和教师互动情况的统计和分析，发现“学困生”在课堂中处于较为边缘的位置。从亚文化相关理论看到一部分“学困生”对学校主流文化标杆的不认可，通过各种公开和非公开的抵制行为来建立和巩固自己的亚文化，他们栖居其中并得到安全感和归属感。初中“问题生”亚文化对每个“学困生”个体的学习态度和学习时间都产生了消极影响，“学困生”不主动参与课堂互动就是表现之一，这些都不利于他们提高学业成绩、避免处境继续恶化。最后，借由标签理论的视角，可以看到教师如何将自己对“学困生”的看法和观点经由比较、评价、言语的责难和行为的暴力给他们贴上“问题生”的标签，“学困生”自身又如何在“镜中”不断反观自己，形成“问题生”的自我概念。至此，“学困型问题生”完成从潜伏状态—挣扎状态—标签状态的转化。在上述分析的基础上，根据“以人为本”的价值取向和“学困型问题生”的发展性和能动性原则，笔者尝试建构以文化制度、组织层次、支持保障三个系统为基础的学校和教师为重点、家庭、政府与社会为补充的初中“学困型问题生”三个系统四个模块的干预机制。首先，从营造充满人文关怀的文化氛围和建立健全制度两个方面建构文化渗透机制；其次从教师、家长、政府和社会三个主体具体阐述预警策略。从教师方面来说，教师要转变思维方式，持有本质和生成并存的思维方式，还原“学困生”的真实存在；其次，从教师引导、小组依托的组织系统和对不同层次“学困型问题生”的管理方面构建组织协调机制；最后，从家长、政府和社会方面建构社会互动机制。本研究的第五部分，根据第四章“学困型问题生”的干预机制，笔者具体提出了“学困型问题生”的干预策略。主要包括四个方面的内容，，一是教师思维方式和行为方式的转变，教师要转变本质主义的思维方式，建立良好师生关系；二是扎根课堂，通过补差补缺，重构小组提高“学困型问题生”学业成绩以及因材施教，对不同类型“学困型问题生”的干预在课堂教学实践中干预转化“学困型问题生”；三是多层次参与干预；四是创造自主转化的空间，包括厘清教师和学生干预转化的边界以及教师守望并鼓励学生自我转化两个方面的内容。
[Abstract]:In this paper, Bourdieu capital theory, subculture theory is based on the generation process of "learning difficulties students" were analyzed. See "underachievers" in the classroom teaching situation from Bourdieu capital theory, based on the number and type of teachers found that students have the knowledge capital will not be assigned with the number and type of the different students, students gain knowledge, single type. Through statistics and analysis of the classroom teacher and students interaction, found "underachievers" in a more marginal position in the classroom. See some "underachievers" are not recognized by the mainstream culture of school from the theory of benchmarking sub culture, through a variety of public and non public boycott to establish and consolidate their own subculture, and their dwelling in which the sense of security and a sense of belonging. Junior high school "problem students" sub culture of each "Underachievers "Has had a negative impact on the individual learning attitude and learning time, the students do not take the initiative to participate in classroom interaction is one of the manifestations, these are not conducive to improve their academic performance, to avoid the situation continues to deteriorate. Finally, by the label theory, we can see the teacher how to put themselves on the" underachievers "the views and opinions through comparison, evaluation, verbal condemnation and violent behavior labeled them" problem students "tag" underachievers "in the" mirror "itself how to continue to see ourselves, the formation of" self concept ". Thus," learning difficulties problem "from the latent state - - state struggling label status transformation.
On the basis of the above analysis, according to the value of "people-oriented" and "poor problem students" development and initiative principle, the author tries to construct the culture systems, the levels of the organization, support three systems based on schools and teachers to focus on family intervention mechanism of government and society as a supplement the junior middle school students learning difficulties type "four modules of the three systems. First of all, full of humanistic care in the construction of cultural atmosphere and establish and improve the two aspects of the system construction of cultural penetration mechanism; secondly from teachers, parents, government and society three main detail warning strategy. From the teachers, teachers should change the way of thinking, hold the nature and formation of coexistence of the way of thinking, to restore the" underachievers "real existence; secondly, from the teacher's guidance, organization system and the problem of the group based on different levels of learning difficulties type" In the field of management, the organization and coordination mechanism is constructed; finally, the social interaction mechanism is constructed from the parents, the government and the society.
The fifth part of this study, according to the intervention mechanism problems. The fourth chapter "poor type students", the author puts forward the "intervention strategies of learning difficulties problems". Mainly includes four aspects, one is to change the way of thinking and behavior of teachers, teachers should change the essence of Marxism thinking mode, set up good relationship between teachers and students; two is rooted in the classroom, making it through a vacancy, reconstruction team to improve the "learning difficulties type problem students" academic achievement and abilities, of different types of "poor type" intervention of transformation "poor problem" in the teaching practice; three is a multi-level intervention; four the creation of independent transformation space, including clarifying the teachers and the students and teachers into the intervention boundary and encourage students to watch the self transformation of two aspects.

【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G635.1

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