延安市小学低年级学生有效学习调查研究

发布时间：2018-03-01 04:27

本文关键词： 小学低年级学生有效学习改进策略外部保障　出处：《延安大学》2015年硕士论文　论文类型：学位论文

【摘要】：随着素质教育的提出,新一轮基础教育课程改革的实施和深化,“有效学习”这一问题受到越来越多的国内学者和实践者的关注。我国传统教育是以教师为中心的,突出的是教师的教学过程,而不是学生的学习过程,造成课堂上一些低效、无效的学习。当然,小学教育也存在这一问题。正因为如此,有效学习成为继有效教学研究之后业界的又一难点和热点问题。本文采用自编的《延安市小学低年级学生有效学习调查问卷》和访谈提纲,选取了延安市四所小学一、二、三年级学生400名、小学低年级教师25名作为对象,对延安市小学低年级学生的有效学习的现状和存在的问题进行了调查,分析归纳了知识准备不足、独立思考能力差;对学习目标的认识不清、没有形成正确的学习观、对学习的兴趣不高、没有养成良好的学习习惯;学生课堂参与的积极性不高、学习方法单一等问题。针对上述问题,论文从三方面系统分析了问题成因:关于学习准备问题,受年龄限制和相关生活阅历因素影响;关于学习过程问题,受学生认知、情感、行为参与状况制约;关于学习结果的运用问题,受学生、教师、学校、社会等众多因子掣肘。在发现问题及其成因的基础上结合有效学习理论提出小学低年级有效学习的基本指导思想、主要对策和保障机制。把握有效学习的指导思想、掌握学习方法、合理安排学习时间、养成良好学习习惯、创设问题情境激发学习兴趣、恰当的表扬与反馈是小学低年级学生有效学习的主要对策,优化学校管理、加强教师培训、建立家校合作等是小学低年级学生有效学习的必要外部保障条件。
[Abstract]:With the development of quality-oriented education and the implementation and deepening of the new round of basic education curriculum reform, the problem of "effective learning" has attracted more and more attention from domestic scholars and practitioners. The traditional education in China is teacher-centered. What stands out is the teaching process of teachers, not the learning process of students, which results in some inefficient and ineffective learning in the classroom. Of course, this problem also exists in primary education. Effective learning has become another difficult and hot issue in the field after effective teaching research. In this paper, we choose the first and second primary schools in Yanan City by adopting the self-compiled questionnaire of effective Learning for the Lower Grade students of Primary School in Yan'an and the outline of interviews. There are 400 students in grade three and 25 teachers in junior grade of primary school as objects. The present situation and existing problems of effective learning of junior students in primary school in Yan'an are investigated, and the deficiency of knowledge preparation and ability of independent thinking are analyzed and concluded. There is no clear understanding of the learning goal, no correct learning concept, no high interest in learning, no good study habits, low enthusiasm for participation in the classroom, and a single learning method, etc. In view of the above problems, The paper systematically analyzes the causes of the problem from three aspects: the problem of learning preparation is influenced by age restriction and relevant life experience factors, and the problem of learning process is restricted by students' cognition, emotion and behavior participation. The application of learning results is restricted by many factors, such as students, teachers, schools, society and so on. On the basis of finding the problems and their causes, combining with the effective learning theory, the basic guiding ideology of effective learning in the lower grades of primary schools is put forward. Master the guiding ideology of effective learning, master learning methods, arrange study time reasonably, form good study habits, create problem situations to stimulate learning interest. Appropriate praise and feedback are the main countermeasures for the effective learning of the students in the lower grades of primary schools. Optimizing school management, strengthening teacher training and establishing home-school cooperation are the necessary external guarantee conditions for the effective learning of the students in the lower grades of primary schools.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G622.4

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