中学生数学学业不良的成因及干预

【作者】 李毅侠；

【导师】 沈文选；

【作者基本信息】 湖南师范大学 ， 教育， 2001， 硕士

【摘要】 本文对中学生数学学业不良的成因及干预措施等进行了研究，共分四个部分。 第一部分对学业不良及数学学业不良作了界定，并简介了学业不良的研究历史。归纳了数学学业不良的几种表现。 第二部分，笔者把既可引起数学学业不良，也可引起其他科目学业不良的因素称为“基本因素”，这些因素包括：注意缺陷、记忆缺陷、学习动机、性格因素、环境因素等。本文从“基本因素”与“特殊因素”两方面探讨了中学生数学学业不良形成的原因。 在注意缺陷方面，学业不良个体的注意缺陷主要表现在：集中注意差、选择性注意差、注意的持久性差。研究表明，80％有注意缺陷的学生学业能力差。在记忆缺陷方面，研究表明，学业不良学生在长时记忆方面存在问题，他们缺乏自发的背诵，缺乏编码化的过程，从而导致记忆能力差。在学习动机方面，研究表明，学习动机与学业成绩间呈显著的正相关，学习动机低直接导致学生的学业不良。在性格因素方面，研究表明，不适于完成学业的性格表现为：缺乏克制力、情绪不安、非常郁闷、毫无理由地自暴自弃、社会适应能力差。在环境因素方面，研究表面，引起学业不良的环境因素包括家庭因素(如家庭不和睦，家庭教养方式不当)与学校环境因素等。 引起数学学业不良的特殊因素主要包括智力因素、思维因素、数学学习技能、教学内容、教学方法等。 从思维因素来看，概括能力差是引发中学生数学学业不良的主要及直接因素；数学学习技能指数学学习的准备、数学学习习惯、数学学习策略等。从学习技能来看，数学学习准备不足，未形成良好的学习习惯，缺乏数学学习策略知识都是引起数学学业不良的特殊因素。 第三部分探讨了对已存在的数学学业不良现象如何进行矫治。论述了矫治教育的原则及具体措施。 本文认为在矫治教育过程中，应该遵循以下原则：个别化原则、成功教育原则、过程化原则、活动性原则、长期性原则。 对数学学业不良学生进行矫治的过程中，具体应做好如下工作：正确认识、评价学业不良学生，做好矫治教育前的诊断工作，教学过程中，及时反馈、评价教育教学，加强数学学习策略的教学，进行解题思维策略训练，加强学习技能的教学与培养，加强非智力因素的培养，充分利用班集体的力量。 第四部分探讨了如何防止数学学业不良的发生。本人认为主要应做好以下几点：加强小学、初中及初中、高中的衔接教学，激发学生数学学习动机，优化数学教学形式，教给学生问题解决的策略。更多还原

【Abstract】 The cause of formation and the measure of interference for mathematical learning difficulty have been studied in this paper, and the paper includes four parts.In Chapter one, the learning difficulty and mathematical learning difficulty have been defined and the history of learning difficulty has been briefly introduced. The several kinds of exhibition in mathematical learning difficulty have been concluded.In Chapter two, the writer calls the factor "basic factor", which arouse learning difficulty not only in mathematics but also the rest subject. These factors include attention defect, memory defect, learning motivation, character factor, environment factor etc. The cause of the student’s mathematical learning difficulty has been studied from "basic factor" and "special factor".In the attention defect, behave of the learning difficulty individual is bad in the centralizing attention, the selective attention and the permanence of attention. The investigation indicates the learning ability of the 80% of students with attention defect is poor. In the memory defect, the investigation indicates that those who are lack behind have some difficulty in long-time memory. They are short of unprompted recitation and coding process, which cause their poor memory. In the learning motivation, the investigation indicates, the motivation has a direct bearing on their success in study. The motivation is poor, which directly bring on the learning difficulty. In the character factor, investigation indicates, the character that is unfit for learning shows lack of forbearance, emotion upset and sadness, abandonment with no reason. It is poor in community adaptable capability too. In the environment factor, the investigation indicates that the factor which arouse learning difficulty includes family factor and school condition factor (such as family is not harmony, and breeding model is improper).The special factor which cause mathematical learning difficulty mostly include intellectuality, thinking factor, the skill of mathematical learning, teaching contents, teaching methods etc.From the thinking factor to judge, the badness of generalization ability is the directand main cause of the mathematical learning difficulty for students in high school. The mathematical learning skill refers to the mathematical learning preparation, habit, strategy etc. From the learning skill to judge, the lack of mathematical learning preparation and the good learning habit that has not been formed, and lack of mathematical learning strategy knowledge, are all special factors which cause mathematical learning difficulty.In Chapter three, that how to correct the existent mathematical learning difficulty has been discussed, and the correct teaching rules and the concrete measures have been discussed.In this paper, in the correcting process, the author thought we must follow rules as below: individual principle, successful teaching principle, process principle, activity principle, and long-term principle etc.In the cause of correcting the mathematical learning difficulty, we must do work as follows: rightly understand and appraise students with learning difficulty. We should also try our best to do our diagnoses work before treating them. In the cause of teaching, we should feed back estimate the teaching in time, to strengthen the mathematical learning strategy and carry out the thinking strategy training of answering questions. Take full advantage of the collective force, to strengthen the education of learning skill and non-intelligence factor.In the last part, that how to prevent the mathematical learning difficulty happening has been discussed. The writer considers it must be done as follows: The join between the elementary school and the junior high school and senior high school should be strengthened, the mathematical learning motivation should be optimized and the method of the solving problem should be taught.更多还原