【作者】 王怡；

【导师】 郅庭瑾；

【作者基本信息】 华东师范大学 ， 公共管理硕士（专业学位）， 2023， 硕士

【摘要】 随着国家对基础教育改革力度的不断加大,在教育实践的过程中还会遇到形形色色的阻碍,学困生的教育问题就是其中之一。面对学困生这一小众群体,社会、学校、家庭都做了各式各样的尝试,耗费了大量的时间与精力,有时收效并不理想,甚至陷入更僵化的境地。为此,本研究试图从教育管理的专业视角,来审视学困生的现状并寻求给予支持的策略。本研究旨在提出初中学困生家校教育的支持理论构想,在对学困生的研究成果进行归纳整理后,以自行编制对初中学困生现状调查问卷以及访谈提纲展开研究,并对调查的数据进行归纳整理,通过量化和质性相结合的研究方法,了解初中学困生的学习现状,分析初中学困生的影响因素,探寻对初中学困生科学有效的家校教育支持策略。主要获得如下一些结论:第一,初中学生学习困难受个人层面的认知与心理、学校层面的德育与教学管理、家庭层面的教育环境与教育观念三个维度的影响。第二,本研究编制的有关学困生现状调查问卷及访谈提纲便依据此三个维度,其中,调查问卷具有较好的信度和效度,观察访谈能反应初中阶段,低年级学段与高年级学段学困生各自不同的典型问题。第三,通过调查问卷研究发现,学习能力、学习策略、学习心理、学校与家庭的环境氛围、学校与家庭的教育方式的不同在学困生与非学困生中存在显著差异。构成影响的因素不仅对学困生存在显著相关性,各因素之间也存在显著相关性。第四,通过观察访谈研究发现,低年级学段容易出现学习态度、习惯等问题,产生低耗时学困生,高年级学段学困生容易出现学习策略、心理等问题,产生高耗时学困生。学困生家长往往缺少家庭教育的学习意识,教育观念比较陈旧,教育手段不够丰富。部分教师教育手段过于生硬且与家长不能形成良好的合作关系,课堂与作业的设计缺乏趣味性、针对性等。学校对学困生的预警机制还不够及时,未能凝结各方力量,评价机制较为单一,对家长家庭教育的指导不够多。第五,基于以上的调查分析,构建初中家校教育支持系统策略如下:首先,要增强协作教育机制,学校课程类型与父母教育方式双向丰富,学校专业师资与父母榜样力量同频共振。其次,要健全互动管理机制,学校管理制度与家庭管理模式目标一致,学校作业管理与家庭督学管理力出一孔。接着,要促进沟通交流,学校心理疏导与家庭关系和睦彼此渗透,学校师德素养与家庭亲子沟通齐心共情。最后,要树立同步提升机制,学校教学质量与家庭教育理念齐头并进,学校教育环境与家庭成长环境共同营造。更多还原

【Abstract】 With the continuous strengthening of the national reform of basic education,there will be various obstacles in the process of educational practice,and the education of students with learning difficulties is one of them.In the face of this small group of students with learning difficulties,society,schools and families have made various attempts,spending a lot of time and energy.Sometimes the results are not ideal,and even fall into a more rigid situation.Therefore,this study attempts to examine the current situation of students with learning difficulties and seek support strategies from the perspective of education management.The purpose of this study is to put forward the supporting theoretical concept of home and school education for junior high school students with learning difficulties.After summarizing and sorting out the research results of junior high school students with learning difficulties,the research is carried out with the self-made questionnaire and interview outline for junior high school students with learning difficulties,and the survey data are summarized and sorted out.Through the research method of combining quantification and quality,the study status of junior high school students with learning difficulties is understood,and the influencing factors of junior high school students with learning difficulties are analyzed,and the scientific and effective home and school education support strategies for junior high school students with learning difficulties are explored.The main conclusions are as follows:First,junior high school students’ learning difficulties are affected by three dimensions: personal cognition and psychology,school moral education management and teaching management,and family educational environment and educational concepts.Second,the questionnaire and interview outline on the current situation of the students with learning difficulties prepared in this study are based on these three dimensions.Among them,the questionnaire has good reliability and validity.The observation and interview can reflect the different typical problems of the students with learning difficulties in the junior high school stage and the senior high school stage.Thirdly,through the questionnaire research,it is found that there are significant differences in learning ability,learning strategies,learning psychology,school and family environment,school and family education methods between students with learning difficulties and the ones without learning difficulties.The influencing factors not only have a significant correlation with the students with learning difficulties,but also have a significant correlation between the factors.Fourth,through observation and interview research,it is found that the low-grade students are prone to problems such as learning attitude and habits,resulting in lowtime learning difficulties,while the high-grade students are prone to problems such as learning strategies and psychology,resulting in high-time learning difficulties.Most parents of students with learning difficulties lack of the learning consciousness of family education,the educational concept is relatively old,and the educational means are not rich enough.Some teachers’ educational methods are too rigid and they cannot form a good cooperative relationship with parents.The design of classroom and homework lacks of interest and pertinence.The school’s early warning mechanism for students with learning difficulties is not timely enough,and the school fails condense the strength of all parties,and the school’s evaluation mechanism is relatively simple,and the guidance for parents’ family education is not enough.Fifthly,based on the above investigation and analysis,the strategies for building a junior high school home and school education support system are as follows: We should strengthen the cooperative education mechanism,including enriching the school curriculum types and parents’ education methods,and giving full play to the school professional teachers and parents’ role models.We should improve the interactive management mechanism,including setting the same goals for school management system and family management model,and working together to manage school work and the family supervision.It is necessary to promote communication and exchange vies,including the mutual penetration of school psychological guidance and family harmony,and the empathy ability of school teachers’ moral quality and family parentchild communication.We should establish a synchronous improvement mechanism,including improving the quality of school teaching and the concept of family education,and creating the school education environment and family growth environment.更多还原