您好,欢迎访问三七文档
当前位置:首页 > 商业/管理/HR > 资本运营 > 小学语文学困生的成因及转化策略分析
存档编号赣南师范学院学士学位论文小学语文学困生的成因及转化策略分析教学学院教育科学学院届别2015届专业小学教育(语文与社会)学号111207012姓名刘璐指导教师曾素林完成日期2015年5月10日赣南师范学院2015届本科生毕业论文(设计)作者声明本毕业论文(设计)是在导师的指导下由本人独立撰写完成的,没有剽窃、抄袭、造假等违反道德、学术规范和其他侵权行为。对本论文(设计)的研究做出重要贡献的个人和集体,均已在文中以明确方式标明。因本毕业论文(设计)引起的法律结果完全由本人承担。毕业论文(设计)成果归赣南师范学院所有。特此声明。作者专业:小学教育(语文与社会)作者学号:111207012作者签名:年月日赣南师范学院2015届本科生毕业论文(设计)小学语文学困生的成因及转化策略分析刘璐AnalysisofthecausesandtransformationstrategiesofChineseprimaryschoolstudentswithlearningdifficultiesLiuLu2015年5月10日赣南师范学院2015届本科生毕业论文(设计)-1-摘要目前,小学教育呈现良好的发展态势,对语文学科的教学也越来越重视。《语文课程标准》明确提出:“语文课程必须面向全体学生,使学生获得基本的语文素养”,“为了每一个学生的发展”是新课程改革的理念,这种理念在教育教学中体现为关爱每一位学生,不忽视任何一名学生。然而,在实际的教学中,教师往往会忽略那些在学习上有困难且成绩不太优秀的学生,这些学生基础知识相对薄弱,他们缺乏学习积极性、完成作业较为被动、学习成绩较落后,因此被称为“学困生”。学困生在每个学校均普遍存在,并且占有一定的比例。学困生的大量存在,不仅制约了学校教学质量的提高,而且不利于学生的全面发展。有效转化学困生,使其尽快脱困乐学,既是摆在广大教师面前的艰巨任务,也是新课改的一个重要课题。本论文以小学语文学困生为例,从学困生产生的内外部原因,多角度论述小学语文学困生的转化对策。本文认为,学困生的成因可以分为内部原因和外部原因两部分,学困生的转化对策主要从教师、学校、社会、家长和学生自身等几个角度展开。只要我们持之以恒,循循善诱,就一定能够做好学困生的转化工作,实现学生的全面发展。关键词:小学语文;学困生;成因分析;转化对策赣南师范学院2015届本科生毕业论文(设计)-2-AbstractAtpresent,theschooleducationpresentsthegooddevelopmentsituational;theChinesesubjectteachingisbecomingmoreandmoreattention.\Chinesecoursestandard\clearlyputforward:\Chinesecoursemustbegearedtotheneedsofallstudents,makestudentsobtainthebasicChineseaccomplishment\,\toeverystudent'sdevelopment\istheconceptofnewcurriculumreform,theideaembodiedintheeducationteachingloveeachstudent,don'tignoreanyastudent.However,inactualteaching,theteacherwilloftenignorethosewhohavedifficultyinlearningandachievementisnottoogoodstudents,theirbasicknowledgeisrelativelyweak,theylackoflearningmotivation,finishthehomeworkmorepassive,learningachievementisrelativelybackward,thereforeiscalled\poorstudent\.Poorstudentineveryschoolarewidespread,andhasacertainproportion.Poorstudentabound,notonlyrestricttheimprovementoftheschoolteachingquality,andisnotconducivetotheall-rounddevelopmentofstudents.Makepoorstudentsassoonaspossibletoerasewilling,isnotonlytheenormityofthetaskbeforetheteacher,andisanimportantsubjectofnewcurriculumreform.InprimaryschoolChinesepoorstudent,forexample,thispaperfromtheinternalandexternalcausesforpoorstudent,discussesthetransformationofprimaryschoolChinesepoorstudentcountermeasuresfrommultipleperspectives.Aslongaswepersevere,coaxing,willbeabletodoagoodjobinthetransformationofthepoorstudentrealizetheall-rounddevelopmentofstudents.Keywords:Theelementaryschoollanguage;Poorstudent;Causeanalysis;Conversionofcountermeasures赣南师范学院2015届本科生毕业论文(设计)-1-目录摘要····························································································-1-关键词·························································································-1-Abstract······················································································-1-Keywords······················································································-1-绪论·····························································································-1-(一)选题背景···············································································-1-(二)研究的学术价值和现实意义······················································-1-(三)研究方法···············································································-1-(四)文献综述···············································································-2-(五)学困生概念的界定··································································-3-一、小学语文学困生成因调查······················································-3-(一)内部原因···············································································-4-(二)外部原因···············································································-5-二、小学语文学困生转化对策······················································-7-(一)创设有效学习的内部条件·························································-7-(二)创设良好的外部条件·······························································-9-结语····························································································-13-参考文献·····················································································-14-附录····························································································-15-附录一:学困生基本情况调查问卷··············································-15-附录二:教师访谈提纲·······························································-16-致谢····························································································-17-赣南师范学院2015届本科生毕业论文(设计)-1-绪论(一)选题背景“一切为了学生的发展”是新课程的核心理念,尊重、爱护每一个学生是教师都应具备的品质,但在实际的教育过程中,每个学校、每个年级、每个班级都存在一定比例的学困生,所谓“学困生”,是指在学习过程中由于各种原因造成致使学生接受知识过程中在认知、理解和应用课程内容方面存在偏差,不能及时消化、吸收课程内容,造成学校困难或障碍的人。他们对学习缺乏兴趣、对课堂缺乏积极性、学习态度不端正、独立完成作业有一定困难。教育界对学困生的成因研究及其转化对策研究已有100多年的历史,时至今日,学困生研究仍是摆在广大教育工作者面前的一个重要课题,也是当前教育教学工作中的一个薄弱环节,学困生仍然是当今教育研究的热门课题。积极有效转化学困生,既是实现教育公平的重要举措,也是提升教育质量的内在需求。(二)研究的学术价值和现实意义1.研究的学术价值(1)提升教育水平,实现教育公平通过对学困生的教育和引导,促进学困生与其他学生一道健康发展;(2)落实新课标相关要求,实现知识与能力、过程与方法、情感态度与价值观三者之间的融合学生只有培养起对语文学习的兴趣,树立对语文学习的信心,才能牢固掌握基础知识和基本技能,才能触类旁通,举一反三,实现情感态度与价值观的提升;(3)促进学生的全面发展正确评价学生,用全面发展的眼光看待每一位学生,积极挖掘学困生的闪光点,促进学困生全面发展。2.研究的现实意义(1)摆脱语文课堂学习的困
本文标题:小学语文学困生的成因及转化策略分析
链接地址:https://www.777doc.com/doc-7949000 .html