农村初中化学学困生转化的个案研究
发布时间：2018-10-16 18:21
【摘要】：新课改的根本目标是面向全体学生,关注每一个学生的发展。但就目前农村初中来说,除了遗传因素的不可抗逆性之外,留守儿童多、家长不重视教育、教师自身教学素养等客观事实的存在,导致学困生成了学校教育中的客观存在的一部分,因此,随着新课改的不断推进,教育不仅仅要关注优、中等生,更要关心学困生,对农村初中学困生的转化研究就显得势在必行。本研究以笔者所在学校的学生为研究对象,以建构主义、掌握学习、最近发展区、成就动机理论与自我效能感理论等作为理论基础,通过文献法、调查问卷法、观察访谈法、个案研究法等方法研究分析了我校化学学困生的成因包括：遗传因素、家庭因素、学生因素、教师因素等,本文除遗传因素之外针对学困生形成的其它不同原因提出了相应的转化策略,主要包括：对学困生适时采取家访工作,与学困生家长多沟通,使学校教育与家庭教育有机结合；培养学困生的非智力因素,比如说：培养学困生的学习兴趣、激发学习动机及端正学习态度等。并结合具体的个案研究证明这些策略的实效性,以期这些研究能为化学教学提供一些有益的参考和帮助。论文共分为五个部分：第一部分是前言,主要介绍论文问题提出的背景,本文研究的目的和意义及研究内容；第二部分是研究概述；第三部分是本研究的理论基础；第四部分是调查研究；第五部分是学困生转化的个案研究；第六部分是结论与反思。
[Abstract]:The basic goal of the new curriculum reform is to focus on the development of each student. However, as far as rural junior high schools are concerned, in addition to the irreversibility of genetic factors, there are many left-behind children, parents do not attach importance to education, teachers' own teaching literacy and other objective facts exist. As a result, students with learning difficulties have become an objective part of school education. Therefore, with the development of the new curriculum reform, education should pay more attention not only to the excellent and secondary students, but also to the students with learning difficulties. It is imperative to study the transformation of rural junior middle school students with learning difficulties. This study takes the students of my school as the research object, taking constructivism, mastering learning, the region of proximal development, the theory of achievement motivation and the theory of self-efficacy as the theoretical basis, through literature method, questionnaire method, observation and interview method. Case study and other methods have analyzed the causes of chemistry learning difficulties in our university, including genetic factors, family factors, student factors, teachers' factors, etc. In addition to genetic factors, this paper puts forward the corresponding transformation strategies for the formation of students with learning difficulties, including: timely home visits to students with learning difficulties, more communication with parents of students with learning difficulties, and organic combination of school education and family education; The non-intellectual factors of cultivating students with learning difficulties, such as cultivating their interest in learning, motivating their learning motivation and correcting their attitude towards learning, etc. Combined with specific case studies, this paper proves the effectiveness of these strategies, in the hope that these studies can provide some useful reference and help for chemistry teaching. The thesis is divided into five parts: the first part is the preface, mainly introduces the background, the purpose and significance of the research, the second part is the summary of the research, the third part is the theoretical basis of this study. The fourth part is the investigation and research; the fifth part is the case study of the transformation of students with learning difficulties; the sixth part is the conclusion and reflection.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
本文编号：2275236
[Abstract]:The basic goal of the new curriculum reform is to focus on the development of each student. However, as far as rural junior high schools are concerned, in addition to the irreversibility of genetic factors, there are many left-behind children, parents do not attach importance to education, teachers' own teaching literacy and other objective facts exist. As a result, students with learning difficulties have become an objective part of school education. Therefore, with the development of the new curriculum reform, education should pay more attention not only to the excellent and secondary students, but also to the students with learning difficulties. It is imperative to study the transformation of rural junior middle school students with learning difficulties. This study takes the students of my school as the research object, taking constructivism, mastering learning, the region of proximal development, the theory of achievement motivation and the theory of self-efficacy as the theoretical basis, through literature method, questionnaire method, observation and interview method. Case study and other methods have analyzed the causes of chemistry learning difficulties in our university, including genetic factors, family factors, student factors, teachers' factors, etc. In addition to genetic factors, this paper puts forward the corresponding transformation strategies for the formation of students with learning difficulties, including: timely home visits to students with learning difficulties, more communication with parents of students with learning difficulties, and organic combination of school education and family education; The non-intellectual factors of cultivating students with learning difficulties, such as cultivating their interest in learning, motivating their learning motivation and correcting their attitude towards learning, etc. Combined with specific case studies, this paper proves the effectiveness of these strategies, in the hope that these studies can provide some useful reference and help for chemistry teaching. The thesis is divided into five parts: the first part is the preface, mainly introduces the background, the purpose and significance of the research, the second part is the summary of the research, the third part is the theoretical basis of this study. The fourth part is the investigation and research; the fifth part is the case study of the transformation of students with learning difficulties; the sixth part is the conclusion and reflection.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.8
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