农村初中生数学学业不良的成因分析与转化策略的研究

【作者】 刘浩；

【导师】 傅海伦；

【作者基本信息】 山东师范大学 ， 教育（专业学位）， 2013， 硕士

【摘要】 教育是一个国家、一个民族不断发展创新的基础，而数学学科更是中小学教育的最基础环节，关乎国家基础教育的发展与兴盛。近年来，农村义务教育的教育投入、师资配备等义务教育的关键要素比以前也有了很大的提高，但与城市中学相比农村中小学的教育还是存在着不小的差距，尤其是在数学学业的知识技能、思维能力发展等方面离数学课程标准的要求都存在着很大的差距，农村中学学生的数学学业不良现象亟待改变。在这样的大环境下，本文力图从数学教育教学理论与课堂教学实践探索两个方面，对农村初中生数学学业不良的具体表现、产生原因、及转化策略几方面来做一些探讨研究。本文首先分析了农村初中学生数学学业不良现象的表现、特点，已到了亟需解决的地步；接着，对农村初中生数学学业不良进行了概念界定，并且介绍了国内外较为典型的关于数学学业不良的研究内容、研究方向、研究成果，进一步说明本文的研究目的。通过对笔者学校学生的问卷调查与案例研究，初步概括了农村初中学生数学学业不良的特点和心理特质。特点主要表现为对于数学学习没有主动性、积极性、自觉性。从自身方面不能很好地控制自己的行为，上课听讲不认真，注意力不集中，极易走神，没有课前预习，课后复习的良好习惯，作业不能独立完成，且对自己作业中的错误不能及时改正，无论是在基础知识技能的掌握方面还是在各种能力的培养方面都存在着很大的缺陷。心理特质主要表现为：自卑心理、矛盾心理、叛逆心理、害怕心理、讨厌学习心理。通过自己多年的经验和对数学学业不良学生的研究，分析出了农村数学学业不良学生的具体表现：数学基础知识不扎实，数学语言理解存在障碍，数学思维能力欠缺，数学思想方法运用不灵活。通过对数学学业不良学生的问卷调查、个案研究、大量的走访调查，分析得出了农村初中生数学学业不良的原因，学生自身方面的原因主要是包括智力因素方面的思维力、观察力、注意力、记忆力、想象力的欠缺，非智力因素方面的学习动机不强，学习兴趣不浓，缺乏积极健康的思想情感，意志力薄弱，学习习惯不良，缺乏科学的学习方法。教师方面主要有专业水平较低，数学教师的素质有待提高，教学方法相对滞后，对学生的评价方式欠妥。教育环境因素主要有家庭中父母的经济收入、父母的受教育水平、对孩子的教养方式、家庭环境是否安定，所有这些都影响着学生的学习状况。学校方面主要有教育目标的过分统一和初中课程的偏难、偏深。周围不良的环境都或多或少地影响着数学学业不良学生的学习。针对农村初中生数学学业不良学生的成因分析，对学业不良学生实施了相对应的转化策略：对学生应加强学生自身的各种智力培养，正确的动机，浓厚的兴趣，炽热的情感，坚强的意志和独立思考的性格，这些非智力因素在学生学习数学过程中，始终发挥着启迪，动力，定向和强化等一系列相互联系，相互促进的作用。对教师而言，要树立正确的教育观，利用各种机会提高自己的素质；加强数学课堂管理，提高课堂教学效率；建立多元化的评价体系。在家庭教育方面，要着重促进家校联系，尽量发挥家长的教育优势。在社会环境方面，充分利用周围对学生有利的环境。最后，是对农村数学学业不良学生实施转化策略的佐证，通过一学期的实验，结果显示实验班的成绩明显高于对照班，这说明对数学学业不良学生实施的转化策略是有效的，无论是在知识掌握方面，还是学生能力培养方面，农村初中生数学学业不良学生都有了很大的转变。更多还原

【Abstract】 Education is the foundation of development of a country and anation, while mathematics is a basic subject in primary andsecondary schools, which has a close relationship with thedevelopment of national basic education. In recent years, the keyelements of the rural compulsory education investment has beengreatly improved. But compared with the city middle schools, ruralprimary and secondary education still has a long way to go,especially the mathematics curriculum standards in math academicknowledge, skills and thinking ability, mathematical learningdisabilities in rural middle school students need to be changed.Under this environment, this paper tries to do some research onspecific performance, reasons why rural junior middle schoolstudents have mathematical learning difficulty, and transformationstrategy from two aspects: the mathematical theory and classroomteaching practice.This paper first analyzes the phenomena, characteristics ofrural junior middle school students in mathematics learningdisabilities and its severity. Then, on the definition of the concept ofmathematics underachievers in junior middle school students in thecountry, this paper introduces the domestic and foreign typical about mathematics learning disabilities research content, researchdirection, research results, which further explains the purpose ofthis paper. According to the questionnaire of local rural juniormiddle school students on the students study and case, the authorsummarize the characteristics and the psychological characteristicsof students’ mathematics academic underachievement.Characteristics are as follows: for mathematics learning does nothave the initiative, enthusiasm, self-consciousness; Can not controltheir behavior from the aspects of their own; the attention is notcentralized but easily distracted; without the good habit of previewbefore class and review after class; Homework can not befinished independently and their operation errors could not becorrected timely. In a word, there is big flaw in mastering the basicknowledge skills and the ability to be trained. Psychologicalcharacteristics are as following: the inferiority complex,ambivalence, rebellious psychology, fear, hate learningpsychology.Through years of experience and research of mathematicsunderachievers, the author analyzes the concrete manifestation ofrural the mathematics studies: without solid basic knowledge ofmathematics; the obstacles of math language comprehension andmathematical thinking ability; mathematics thinking method is not flexible. Through questionnaire survey and a lot of investigation,the author analyzes the causes of mathematics underachievers inthe rural junior middle school students. Reasons of studentsintelligence factors are lack of intelligence thinking ability,observation, attention, memory and imagination. Non-intelligencefactors reflected in do not have a strong learning motivation,,weakwillpower, positive and healthy emotion, bad learning habit andthe lack of scientific learning method. Seeing from teachers aspects,reasons are as follows: teachers’ professional level is low, theteaching method is relatively backward, the lack of studentevaluation methods. Education environment factors mainlycontains: the family income; educational level of parents, thechildren’s rearing pattern. What’s more, the school education alsohas an impact on the mathematics underachievers. The badenvironment has more or less impact on mathematics learning ofstudents with learning disabilities.After analysis of the causes of Mathematics Underachievers inthe rural junior middle school students, this paper states thetransformation of underachievers corresponding strategies: Forstudents,they should strengthen intellectual culture, the rightmotivation, interest, a vigor of the emotions, a strong will andindependent thinking character, these non-intelligence factors in mathematics learning process, has been interrelated, interactedwith each other in a series of inspiration, motivation, orientationand intensification. For teachers, to establish a correct concept ofeducation, improve the quality of their own use of the opportunities;to strengthen mathematics classroom management, improve theefficiency of classroom teaching; to establish a diversifiedevaluation system is very essential. In family education, parentsshould promote communication between family and school, tryingto play the parents educational advantages. In the aspect of socialenvironment, society should make full use of the favorableenvironment for students around.The last part of this paper provides evidence of strategy forrural transformation. After a semester’s experiment, the experimentresults show that the scores of experimental class weresignificantly higher than other classes, which shows thetransformation strategy of mathematics underachievers is effective,whether in the mastery of knowledge, or the ability of the studentsin rural junior middle school students, mathematics learningdisabilities students have greatly changed.更多还原