【作者】 罗娟；

【导师】 昌国良；

【作者基本信息】 湖南师范大学 ， 课程与教学论， 2014， 硕士

【摘要】 数学困难生(下文简称“数困生”)是每一个数学教师在教学中都必须面对的一个特殊群体。数学困难的形成原因是多方面的,来自学生自身、教师、学校、家庭及社会等各方面。如何结合不同数困生的特点有效将数困生进行转化,是很多一线教师和数学教育专家都在探讨的问题。本文在建构主义理论、元认知理论等理论的指导下,从教学实践出发,展开数学阅读指导转化初中数困生的个案研究,探究促进初中数困生转化的方法和策略。文章第一部分简述了本研究的背景和意义,概述了数困生和数学阅读的相关研究,介绍了研究思路；第二部分对数困生进行数学阅读指导的相关理论研究；第三部分采用个案分析法,及时观察三种不同类型的数困生在数学阅读指导下的学习行为,分析他们的学习心理动态,并试着根据他们的学习情况选择不同的数学阅读指导策略；第四部分阐述研究结论。通过本文的研究主要得出如下结论：(1)数学阅读能力对数困生数学能力形成有积极作用。(2)针对数困生的数学阅读指导可分为数学阅读兴趣的激发、数学阅读方法的内化和数学阅读能力的形成三个阶段。每一阶段实施不同的措施,如：直观认识数学阅读、增强数学阅读内容的趣味性和实用性、及时反馈等方法来激发学生数学阅读兴趣；采用示范领读和分类导读让学生数学阅读方法的内化；合理利用问题串,培养学生逐步由被动式阅读向主动式阅读转化,促进数学阅读能力的形成。(3)数学阅读指导对具有数学学习动机的困难生(如学习方法不当型数困生和受干扰型数困生)的作用较明显,但对数学学习动机缺乏的困难生(如态度不端正型数困生)作用不明显,其他类型的数困生还有待验证。更多还原

【Abstract】 Students with mathematic learning disability (MLD) are a special group to each teacher who has to face. The forming reason of Mathematics disability comes from various aspects:the students themselves, teacher, school, family and society. How to effectively transform the students with MLD by combining their own characteristics is a question, which is always discussed by lots of first-line teachers and mathematical education experts.On the basis of the Constructivism theory and Meta cognitive theory, starting from the practice of teaching, the author carry out a case study on the conversion of junior high school students with mathematic learning disability by mathematics reading, and make a thorough inquiry of methods which help the junior high school students with MLD to convert.The first part introduces the research background and significance, summarizes of the researches about students with MLD and mathematics reading, and introduces the design of the research. In the second part the author studies relevant theoretical researches on the conversion of students with MLD by mathematics reading. In the third part, by case analysis, the author timely observes the learning styles of three different types of students with MLD under the guidance of mathematics reading, analysis the psychological dynamic and try to choose different mathematics reading guide strategy according to their learning situation. In the last part, we summarize the conclusion of research.Through the research in this paper we can mainly make the following conclusions: (1)The improvement of mathematics reading ability can promote the mathematical ability of students in junior middle school.(2)Face to the students with MLD, the mathematics reading conduction can be divided into three stages:interest stimulation of mathematics reading, internalization of mathematics reading methods and formation of mathematics reading ability. Different measures are implemented for each stages, for example, Intuitive understanding of math reading, enhanced reading fun and practical mathematics content, timely feedback and other methods to stimulate students’ interest in math reading; Using demonstration and classification allow students to internalize the mathematical method of reading; By reasonable utilization of string, cultivate students from passive to active reading, gradually promote the formation of mathematics reading ability.(3)Although mathematics reading strategies has not obvious effect on a student who lacks of learning motivation, but has more apparent effect on a student who takes improper learning methods and a student belongs to interference type, other types of the students with MLD remain to be verified.更多还原