【作者】 王丽丽；

【导师】 杨柳；

【作者基本信息】 辽宁师范大学 ， 教育硕士（专业学位）， 2020， 硕士

【摘要】 学困生作为独立的个体,其成长环境、家庭教育、个人经历各不相同,产生“学困”的原因也有所差异,因此针对学困生的转化策略也应有所不同。本文通过课堂观察法和结构式访谈法对学困生的课堂学习行为进行个案研究,旨在提出具有针对性的学困生课堂学习行为转化策略。根据学困生的特点,将学困生分为情感态度欠缺型学困生和知识能力欠缺型学困生,并通过课堂观察法对一名情感态度欠缺型学困生、一名知识能力欠缺型学困生和一名学优生的课堂学习行为进行观察记录,由此得到的两名学困生的课堂学习行为观察数据分别与学优生的课堂学习行为观察数据进行对比。经过对比发现:(1)两名学困生在课堂上的无关学习行为对比学优生的无关学习行为发生频数相对较多;(2)言语行为中“学生群体回答”行为的发生频数学优生对比两名学困生相对较多;(3)非言语行为中“听讲”行为的发生频数学优生对比两名学困生相对较多;(4)非言语行为中“记笔记”行为发生频数知识能力欠缺型学困生对比学优生相对较多。根据课堂观察得出的结果,针对两名学困生课堂学习行为表现分别对两名学困生进行访谈,通过访谈探究学困生所产生课堂学习行为的原因,研究发现情感态度欠缺型学困生对数学的学习缺乏学习动机,长期的知识负积累导致学困生对数学失去学习兴趣,并且课堂学习行为更容易受不良学习氛围影响,知识能力欠缺型学困生的学习方法不当导致数学成绩无法提高,在课堂学习过程中缺乏交流,更善于“记”而不善于“听”。根据两名学困生在课堂学习行为上存在的问题,为教师提出具有针对性转化学困生课堂学习行为的建议,如针对情感态度欠缺型学困生的学习动机较弱问题可以成立互助小组,通过合作学习激发学困生学习动机;针对知识能力欠缺型学困生的自信心不足问题可以为其设置恰当的学习目标使学困生获得成功的体验。更多还原

【Abstract】 Students with learning difficulties as independent individuals,their growth environment,family education,personal experience are different,the causes of "learning difficulties" are also different,so the transformation strategies for students with learning difficulties should also be different.This paper makes a case study on classroom learning behavior of students with learning difficulties through classroom observation method and structural interview method.According to the characteristics of students with learning difficulties,the students with learning difficulties are divided into students with emotional attitude deficiency and knowledge ability deficiency,and a student with learning difficulties with emotional attitude deficiency,a student with knowledge ability deficiency and a student with excellent learning ability are treated by classroom observation method The classroom learning behavior of the students was observed and recorded,and the classroom learning behavior observation data of the two students with learning difficulties were compared with the classroom learning behavior observation data of the students with learning difficulties respectively.The results showed that :(1)two students with learning difficulties had relatively more frequency of non-learning behaviors compared with those of non-learning behaviors of eugenics;(2)the frequency of "student group answering" behaviors in speech acts compared with two students with learning difficulties;(3)the frequency of "listening" behaviors in non-verbal behaviors compared with two students with learning difficulties;(4)the non-verbal behavior "taking notes" behaviors occurred frequently.According to the results of classroom observation,two students with learning difficulties were interviewed for their classroom learning behavior Through interviews to explore the causes of classroom learning behavior of students with learning difficulties,the study found that students with learning difficulties lack motivation to learn mathematics,long-term negative accumulation of knowledge leads students with learning difficulties to lose interest in mathematics,and classroom learning behavior is more easily affected by bad learning atmosphere.According to the problems existing in the classroom learning behavior of two students with learning difficulties,some suggestions are put forward for teachers to transfer the learning behavior of students with learning difficulties.For example,mutual help groups can be set up to stimulate the learning motivation of students with learning difficulties through cooperative learning.更多还原