学习共同体的建立对提高学生数学学习效率的实践研究

发布时间：2018-03-26 11:19

本文选题：学习共同体　切入点：高中数学学科　出处：《上海师范大学》2017年硕士论文

【摘要】：学生的学习不仅仅只能看他的分数,我们更需要关注学生在学习过程中的各项能力的全面发展。如何既能够在关注学生全面发展的同时,又能够帮助学生顺利地通过考试,取得理想的分数,考进梦想中的大学是值得我们所思考的。在如今的教育制度下,升学率和分数便还是学校、家长和学生所追求的最终目标。2017上海高考正是改革“3+3”的新模式,跟以往不同的是,学生在必选语数外的基础上,原先的6选1变成了6选3。这无疑增加了学生的学业压力。以前只需要关注四门功课,现在要把精力多花在两门功课上,那么课堂学习效率显得尤其的重要。课堂效率高,可以减少课后复习的时间,能够有更多的有效时间分配在不同的学科上;课堂效率低,加重了课后的学习任务,一旦造成恶性循环,便会使得学生产生厌学的心理。在日本,佐藤学先生提出了学习共同体这一概念。学习共同体,是指由学生及教师(包括教师、专家、辅导者等)共同构成的团体,团体成员在学习过程中经常进行沟通、交流,并分享各种学习资源,共同完成一定学习任务,形成了相互影响、相互促进的人际联系。在学习共同体中,学生们不仅能加强跟同伴之间相互交流合作,共同研究,还能加强师生的交流。学习共同体中的师生关系更加的平等。学生成为了整堂课的主体,老师则是帮助学生的引导者,课堂的角色进行了翻天覆地的变化。国内对学习共同体的研究也在不断增加,但是主要对学习共同体的研究方向主要是:网络虚拟、教师的发展、网络环境等,对学生的学习共同体的研究较少。本研究就通过建立学习共同体来帮助学生提高学习效率。首先在实验班建立学习共同体,其次研究在学习共同体课堂上的教学设计的异同,再者探讨教师如何在学习共同体的课堂上帮助指导学生。最后,笔者利用两个班级进行对照试验,探究结果如下:将两次成绩进行独立样本T检验,第一次两个班级的成绩无显著性差异,第二次检验显示两个班级的成绩有显著性差异,说明了学习共同体确实能够提升学生的学习效率。并且通过对个别学生的访谈可知通过学习共同体的建立还能够帮助学生提高学习的兴趣和信心。
[Abstract]:We need to pay more attention to the all-round development of the students' abilities in the process of learning. How can we not only pay attention to the students' all-round development, but also help the students to pass the exam smoothly? It is worth our thinking to get the ideal score and get into the university of our dreams. Under today's educational system, the entrance rate and scores are still schools. The ultimate goal pursued by parents and students .2017 Shanghai College entrance examination is the new model of reforming "3 / 3". What is different from the past is that on the basis of the number of required languages, the original 6 / 1 has become 6 / 3. This undoubtedly increases the students' academic pressure. In the past, they only need to pay attention to four subjects, but now they have to devote more effort to two subjects. So classroom learning efficiency is particularly important. High classroom efficiency can reduce the time spent after class review and allow more effective time to be allocated to different subjects. Class efficiency is low, and the learning tasks after class are aggravated. Once a vicious circle is created, students become tired of learning. In Japan, Mr. Sato put forward the concept of learning community, which refers to students and teachers (including teachers, experts). Members of the group often communicate, communicate, share various learning resources, and jointly accomplish certain learning tasks, thus forming a mutual influence on each other. Mutual promotion of interpersonal relationships. In the learning community, students can not only strengthen communication and cooperation with their peers, but also study together. It can also enhance teacher-student communication. The teacher-student relationship in the learning community is more equal. Students become the main body of the whole class, and the teacher is the guide to help the students. The role of the classroom has changed dramatically. Domestic research on the learning community is also increasing, but the main research directions of the learning community are: virtual network, teacher development, network environment, etc. This study aims to help students improve their learning efficiency by establishing a learning community. Firstly, a learning community is established in the experimental class; secondly, the similarities and differences of teaching design in the learning community classroom are studied. Finally, the author uses two classes to conduct a controlled experiment. The results are as follows: two independent sample T test results. There was no significant difference between the two classes in the first time, and the second test showed that there was a significant difference in the results of the two classes. The results show that the learning community can improve the students' learning efficiency, and through the interview with individual students, it can also help students to improve their interest and confidence in learning through the establishment of learning community.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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