初中语文学困生形成原因及教育策略

发布时间：2018-06-21 10:41

本文选题：初中语文 + 语文学困生　；参考：《华中师范大学》2015年硕士论文

【摘要】：学困生是学校教育中客观存在的一个群体。学困生指的是,智力处在正常范围内,但由于某些个人的或外部的因素,导致其学习效率低下,学习成绩难以达到预期教学目标的学生。这种学习状态依靠科学合理的教育训练可以改变。本论文从主观和客观两个方面分别从学语文学困生自身、他们的家庭、学校及教师等方面来研究语文学困生的形成原因。理论上主要从学习理论、教师期待效应和最近发展区等三个理论来探索语文学困生的成因。本文研究的是语文学科范围内的学困生,他们有一个显著的特点：语文学科成绩稳定,而且长期达不到全班学生的平均水平。从初中语文的学科特点入手,语文学困生可以分为四类：阅读学困生、写作学困生、语言运用学困生和识记学困生。在实际的语文教学过程中,教学难度越大,教学内容愈多,语文学困生的数量也相应地增多。因此,在解决语文学困生的相关问题方面,需要顾及学生的层级的特点,并调整与之相适应的语文教学内容,尤其要注意分层教学在语文教学中的实际运用。本文选取以上有代表性的四类学生,结合个人在实际教学工作中的应对措施和转化策略,为一线初中语文教师提供一个可供参考的视角,以便促进语文教育教学实践工作中关于学困生问题的思考和解决。
[Abstract]:Students with learning difficulties are an objective group in school education. Students with learning difficulties refer to students whose intelligence is in the normal range but whose learning efficiency is low due to some personal or external factors and their learning achievement is difficult to reach the expected teaching goal. This learning state can be changed by scientific and reasonable education and training. This paper studies the causes of Chinese learning difficulties from subjective and objective aspects, such as students with learning difficulties themselves, their families, schools and teachers. Theoretically, it explores the causes of Chinese learning difficulties from the three theories of learning theory, teacher expectation effect and proximal development area. This paper studies the students with learning difficulties in the field of Chinese subject. They have a remarkable characteristic: the achievement of Chinese subject is stable, and they can not reach the average level of the whole class for a long time. Starting with the characteristics of Chinese in junior middle school, the students with Chinese learning difficulties can be divided into four categories: those with reading difficulties, those with learning difficulties in writing, those with learning difficulties in language use and those with learning difficulties in memorizing. In the course of actual Chinese teaching, the more difficult the teaching, the more the teaching content, the more the number of students with Chinese learning difficulties. Therefore, in order to solve the related problems of students with Chinese learning difficulties, we should take into account the characteristics of the students' levels, adjust the contents of Chinese teaching, and pay special attention to the practical application of stratified teaching in Chinese teaching. This article selects the above representative four kinds of students, unifies the individual in the actual teaching work the countermeasure and the transformation strategy, provides a reference angle for the front-line junior middle school Chinese teacher, In order to promote the practice of Chinese education and teaching on the problems of students with learning difficulties to think and solve.
【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】：G633.3

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