维吾尔族小学中高年级数学学困生的成因调查及对策研究

发布时间：2018-01-16 20:21

  本文关键词：维吾尔族小学中高年级数学学困生的成因调查及对策研究　出处：《新疆师范大学》2015年硕士论文　论文类型：学位论文

  更多相关文章： 维吾尔族小学生 数学学困生 成因分析 转化策略

【摘要】：维吾尔族学生数学成绩差是一个普遍现象,数学即是连贯性的课程,又是基础教育中的重要课程之一。数学基础不好的话会影响到他们未来的数学学习和职业生涯的发展。自新疆开始实施双语教育以来,虽然维吾尔族中小学数学教育质量得到显著提高,但是小学中高年级数学学困生的人数仍然持续增加。维吾尔族小学数学学困生是目前数学教学中的一个普遍现象,也是一线教师在基础教育教学工作中的重中之重。造成他们数学学习困难的原因是什么?一线教师又如何解决这一问题?本文以乌鲁木齐市第37中附小的108名小学生作为调查对象。通过使用文献法、问卷调查、访谈法以及个案跟踪等教育研究方法,旨在找出数学学困生形成的原因。首先通过整理和分析已有的研究成果,为下一步调查的顺利开展准备好前期资料。开展调查研究,通过对教师、家长和学生进行问卷调查、访谈以及开展个案研究,跟踪具有代表性的维吾尔族小学数学学困生,进一步了解他们的形成原因;其次分析数学学困生的成因,并针对他们的具体情况研究小学数学学困生转换的方法,形成维吾尔族小学数学学困生转化对策。这为维吾尔族小学数学学困生的转化提供借鉴和支持。通过分析发现造成他们数学学习困难的主要成因如下:学科因素、隐性因素、语言因素、学校因素、学生自身因素以及家庭因素。本文在分析成因的基础上提出了相应的转化策略,具体转化策略如下:努力解除学科因素造成的数学学习困难;努力解除隐形因素造成的数学学习困难;努力解除语言因素造成的学习数学困难;努力解除学校因素造成的数学学习困难;努力解除学生自身因素造成的学习数学困难;努力解除家庭因素造成的学习数学困难;各方面携手,共同关注小学数学学困生;个别单独辅导是转化学困生的最有效的办法。本文在研究中考虑到双语教育、新课程改革的理念和要求以及素质教育的培养目标,提出了在新课程理念下的维吾尔族小学数学学困生转化策略。由于笔者自身水平的制约以及调查和个案分析中存在着相关因素干扰,研究存在着一些不足之处,在今后的学习中将进一步进行完善。
[Abstract]:Poor mathematics achievement of Uygur students is a common phenomenon, mathematics is a coherent course. It is also one of the important courses in basic education. If they have a bad mathematical foundation, it will affect their future mathematics study and the development of their career. Since Xinjiang began to implement bilingual education. Although the quality of mathematics education in Uygur primary and secondary schools has been significantly improved. However, the number of students with mathematics learning difficulties in the middle and senior grade of primary schools is still increasing. The number of students with mathematics learning difficulties in Uygur primary schools is a common phenomenon in mathematics teaching at present. It is also the top priority of teachers in the teaching of basic education. What are the reasons for their difficulties in learning mathematics? How can front-line teachers solve this problem? In this paper, 108 primary school students in No. 37 Middle School of Urumqi were investigated by using literature, questionnaire, interview, case tracking and other educational research methods. The purpose of this paper is to find out the reasons for the formation of students with learning difficulties in mathematics. Firstly, by sorting out and analyzing the existing research results, we can prepare the preliminary data for the smooth development of the next investigation, and carry out the investigation and study, through the teachers. Parents and students carried out questionnaires interviews and case studies to track the representative Uygur primary school mathematics students with learning difficulties to further understand the formation of their reasons; Secondly, it analyzes the causes of mathematics learning difficulties, and according to their specific situation, studies the transformation method of primary school mathematics students with learning difficulties. It provides reference and support for the transformation of students with mathematics learning difficulties in Uygur primary schools. Through the analysis, it is found that the main causes of their mathematics learning difficulties are as follows:. Subject factor. Implicit factors, language factors, school factors, students' own factors and family factors. Based on the analysis of the causes, this paper puts forward the corresponding transformation strategies. The specific transformation strategies are as follows: try to remove the mathematics learning difficulties caused by the subject factors; Efforts to remove the hidden factors caused by mathematics learning difficulties; Try to remove the difficulty of learning mathematics caused by language factors; Efforts to remove school factors caused by mathematics learning difficulties; Try to relieve the difficulty of learning mathematics caused by students' own factors; Efforts to remove the difficulties in learning mathematics caused by family factors; All aspects work hand in hand to pay attention to the primary school mathematics students with learning difficulties; Individual tutoring is the most effective way to transform students with learning difficulties. This paper takes into account bilingual education, the concept and requirements of the new curriculum reform, as well as the training objectives of quality-oriented education. Proposed in the new curriculum concept Uygur primary school mathematics learning difficulties transformation strategy. Due to the author's own level constraints and the investigation and case analysis of relevant factors interference, there are some deficiencies in the study. In the future learning will be further improved.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
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本文编号：1434672