初中化学学因生非智力因素调查及对策研究

发布时间：2018-05-01 21:09

本文选题：非智力因素 + 学困生　；参考：《华中师范大学》2015年硕士论文

【摘要】：未来社会的发展需要素质全面的人才,这一社会需求要求教育工作者注重培养全面发展的学生,然而在学生群体中会存在学习困难的学生,困难必然会阻碍他们健康发展,也会影响国民综合整体素质,影响教育的未来,从而影响整个国家的发展。因此需要注重学困生的全面发展。学生在成长中需要智力因素和非智力因素共同作用。非智力因素在学习过程中具有推动、维持和调节、定向和弥补作用。在化学教学中,通过激发学生的学习动机、调动学习兴趣、磨练坚强的意志,促进学困生的全面发展。本文在对国内外非智力因素研究,以及国内外学困生研究综述的基础上,注重调查了初三化学学困生非智力因素的现状,以新理念化学教学论和教育心理学为指导,提出了诊治学困生在化学学习兴趣、动机、意志、情感四个方面障碍的对策。本文采用了文献法、问卷调查法、访谈法,调查得出了学困生在非智力因素上存在缺陷,通过9种类型的活动,对学困生进行改进和帮助。研究对山西省晋城市实验中学九年级随机抽取了4个班级的学生进行了问卷调查,并筛选出了学优生54名,学困生61名。通过调查这一群体在化学学习兴趣、动机、自控能力、自我规划能力、意志力、自身情绪、与父母的情感、对教师的情感等方面的状况,比较了学困生、学优生以及总体的差异性,结果表明学困生的非智力因素缺陷较多,调查的总体学生在意志、自控能力上同样也存在障碍。本文以问卷调查结果为基础,提出了针对非智力因素表现障碍的对策包括：创设生动化学课堂、开辟课外探究实验、树立化学学习信心、巧用教育归因理论、设置适当学习目标、延迟满足学业成就感、建立融洽家庭关系、调控自我发展情绪等。并且在诊治兴趣、动机、意志、情感障碍的对策中,穿插了九个活动分别为：1.我是生活中的化学实验员2.学会用试卷正确归因；3.化学学习目标设置——概念、原理、实验、方法；4.每天坚持“1”计划；5.由内而外的暗示自己；6.和父母留言交谈；7.你来讲我来听；8.找回化学学习的快乐；9.究竟是什么控制你的情绪。这九个活动的实施周期为3个月,最终对参与了活动的学困生期末化学成绩与前期的进行显著性差异分析,得出参与活动的学生成绩有较大提高。在活动结束后也对部分学困生和一位家长进行了访谈,表明对策活动的实施对学生的成长提供了帮助,有助于学生的全面发展。对整个调查和对策的研究结果得出了以下结论：(1)教师需要不拘泥于平时的课本知识,要运用化学的学科特点,来激发学生兴趣和动机；(2)学生的情感和父母,教师有不可分割的关系,需要共同努力来培养学生健康积极的情感,促进学生的身心健康发展；(3)一些简单的心理学知识,可以让学生更了解自己,并且可以锻炼他们的自我调节能力；(4)改善非智力因素是一项长期的工作,教育工作者要和家长、学校、学生共同努力,促进每一位学生的全面个性化发展。
[Abstract]:The development of the future society needs all-round talents. This social demand requires educators to pay attention to the training of students with comprehensive development. However, there will be students with learning difficulties in the student group. Difficulties will inevitably impede their healthy development, affect the overall overall quality of the national, influence the future of education, and affect the whole country. The development of the family. Therefore, it is necessary to pay attention to the overall development of the students with learning difficulties. Students need both intellectual and non intellectual factors in their growth. The non intellectual factors are promoted, maintained, regulated, directed and reparated in the process of learning. In chemistry teaching, the students' motivation to learn, interest in learning, and strong sense are used. On the basis of the research on non intellectual factors at home and abroad as well as the review of the study on the students of learning difficulties both at home and abroad, this paper focuses on the investigation of the current situation of the non intellectual factors of the students in the third year of chemistry, and puts forward the interest, motivation and meaning of the diagnosis and treatment of the students in chemistry learning with the guidance of the new concept chemistry teaching theory and educational psychology. This article uses the literature method, the questionnaire survey method, the interview method, and investigates the imperfection in the non intellectual factors of the students with learning difficulties. Through 9 types of activities, we can improve and help the students of learning difficulties. The study carried out the study on the students who randomly selected 4 classes in the grade nine of the experiment in Jincheng, Shanxi province. The questionnaire survey, and screening out 54 students of learning eugenics, 61 students learning difficulties, through the investigation of the group's interest in chemistry, motivation, self-control, self-planning, willpower, self emotion, and parents' feelings, emotional and emotional conditions of the teachers, compared the learning difficulties, eugenics and overall differences, the results show that students learn difficulties. In this paper, based on the results of the questionnaire, the countermeasures include: creating lively chemistry classes, opening up extracurricular exploration experiments, setting up confidence in chemical study, using educational attribution theory and setting up the educational attribution theory. Appropriate learning goals, delay to meet academic achievement, establish a harmonious family relationship, regulate self development mood, etc. and in the treatment of interest, motivation, will and emotional barriers, nine activities are interspersed respectively: 1. I was the chemical experimenter in life 2. with the correct attribution of test paper; 3. the concept of chemical learning goal setting - concept The principle, the experiment, the method; 4. stick to the "1" plan every day; 5. from inside out; 6. and the parents to talk; 7. you listen to me; 8. find the joy of chemistry learning; 9. exactly what controls your emotions. The period of the nine activities is 3 months, at the end of the final chemistry of students involved in the activities. With the analysis of the significant difference in the previous period, the students participated in the activities were greatly improved. After the activities, some students and a parent were interviewed. It showed that the implementation of the countermeasures helped the students' growth and helped the students to develop the whole. The results of the whole investigation and Countermeasures were obtained. The following conclusions are as follows: (1) teachers need not stick to the usual textbook knowledge, use the characteristics of chemistry to stimulate students' interest and motivation; (2) students' feelings and parents, teachers have an inseparable relationship, need to work together to cultivate students' healthy and positive feeling, promote the healthy development of students' physical and mental health; (3) some simple hearts. The knowledge of science can make students understand themselves more and exercise their self-regulation ability; (4) the improvement of non intellectual factors is a long-term work. Educators should work with parents, schools and students to promote the overall and personalized development of each student.

【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8

【参考文献】