教育学毕业论文-新课程背景下城镇小学“学困生”的成因及转化对策研究.doc

1、导 论1山 西 大 学2009 届在职人员攻读教育硕士专业学位论文新课程背景下城镇小学“学困生”的成因及转化对策研究作者姓名 虞红霞指导教师 任桂平 讲师 张杨管 中教高级学科专业 教育硕士研究方向 教育管理培养单位 教育科学学院学习年限 2006 年 3 月2009 年 7 月二九年七月导 论2目 录导论1第一章 新课程背景下城镇小学学困生的现状特征5（一）小学学困生的表现特征5（二）小学学困生的心理特征6第二章 新课程背景下城镇小学学困生的形成原因分析7（一）小学学困生的形成主观原因7（二）小学学困生的形成客观原因10第三章 新课程背景下城镇小学学困生转化的对策15（一）统一认识，树立正确

2、的教育价值观念15（二）营造氛围，积极创造学困生转化的良好社会环境与和谐的校园文化16（三）尊重生命，培养学困生优良的学习心理素质19（四）因材施教，探索学困生转化的教育新思路 24（五）家校共育，形成转化小学学困生的合力28结束语30注释31参考文献33附录35致谢42导 论3中文摘要当前，新一轮课程改革已进入了小学课堂。新课程强调在教学过程中，以发展、提高学生素质为主，让每个学生都得到发展。随着新课程改革不断地深入和发展，我们也应该清醒地看到，由于社会发展中产生的负面因素，新课程的教学改革也存在着不容忽视的问题。新课程背景下产生了新的学困生，主要原因不再是教材与教学方法的问题，而是受旧的教

3、学观念的束缚，受变异多端的家庭环境和家长的错误观念、社会环境中的生存观念和价值观、应试教育顽劣不改反而强化造成精英教育的影响。在这些观念引导下，新课程背景下小学学困生不仅不能得到真正的转化，而且会产生更多的小学“ 学困生 ”，他们几乎总是一个 “被人遗忘的角落”。为了全面贯彻党的教育方针，适应新课程改革及素质教育的要求，就必须帮助转化小学“学困生”，对小学 “学困生”的教育，是涉及普及九年制义务教育实施的大问题。作为小学教师，应立足于教学的实际情况，客观地去了解新课程背景下小学“学困生” 的心理因素和学习现状，通过探究小学“学困生” 形成的原因，找出一条适合大面积提高小学“学困生 ”综合素质的

4、有效途径，采取相应的对策对小学学困生进行认真系统的教育转化，充分挖掘出他们的潜力，让他们增强学习信心，养成良好的心理素质、健康的审美情趣和生活方式，使他们成为人格完善的人，使他们智力得到正常开发，养成良好的学习习惯和学习方法，为他们今后的终身学习打下良好的基础，为国家培养更多的有用人才。本文研究的是新课程背景下沿海发达地区中小城镇小学的特困生。深入探究在这个特定时代里，学困生的学困新特征，新课程背景下城镇小学“学困生” 形成的原因，并提出相应的转化对策，改善学习困难学生的内部动力系统，改进课堂教学，在现有的条件下通过教师的努力尽可能的减少小学“ 学困生” 的数量并对他们进行必要的转化。从而于新

5、课程背景下的“以人为本” 、 “为了每个学生的发展”、 “让每一个学生个性获得充分发展” 的目标达成，有利于素质教育的深入发展，以适应建设和谐校园、和谐社会的要求。基于上述问题的思考，进行了浅显的探析。论文共分五部分：导语：学习困难问题是一个世界各国在教育发展中普遍存在的问题。在一个相导 论4当长的时间里，各个国家和地区，对学习困难学生转化问题都进行了积极的探索。转化学困生也是我国基础教育的一个非常重要的课题。当前转化“学困生” 的有着十分重要的意义，而小学学困生的转化教育比其他学段的学困生转化教育更加重要。由于社会发展中产生的负面因素，新课程的教学改革也存在着不容忽视的问题。新课程背景下产生

6、了新的学困生。第一部分：关于对新课程背景下城镇小学“学困生” 一般概述。首先对新课程背景下城镇小学 “学困生” 作了概念界定，从不同的侧面阐述了城镇小学“学困生”的表现特征和心理特征，为转化小学学困生作好铺垫。第二部分：对新课程背景下城镇小学“学困生” 的成因。本文结合大量的案例并在大量调查的基础上从主观原因、客观原因两方面对学困生的成因进行了探讨研究。主观原因表现在学生的学习基础差；学习心理素质差；学习动机态度弱；学习方法不当；学习行为习惯欠缺。客观原因表现在学校、社会和家庭三个方面。第三部分：对新课程背景下城镇小学“学困生” 转化对策。结合新课程的实际，对学困生的教育转化工作，提出了明确目

7、标，讲究实效的对策：即推动教育均衡发展，积极创造学困生转化的良好社会环境，努力营造和谐向上的校园文化氛围，使学校成为学困生的精神乐园；进一步提高学困生教育的认识层面，尊重生命，关注差异；不断探索学困生教育新思路、是办学价值观的重要体现；培养非智力因素，提升其认知心理能力；推动世界的手是摇篮的手鼓励家长积极参与学校教育活动，改进和完善对学校的评价方式，促进学困生教育工作的深入开展。更要让他们能够在丰富多彩的学校生活中成为一个积极的参与者。结束语：多年的班主任工作让我一直在与“学困生” 相处着，也一直在思考，如何适应新课改的要求培养具有健全人格和素质全面的未来的建设者。本文着眼于改善学习困难学生的

8、内部动力系统，改进课堂教学，在现有的条件下通过教师的努力尽可能的减少“ 学困生” 的数量并对他们进行必要的转化。学生学习困难也不是一个阶段性的问题，它有其自身发展的连续性，因此，研究目标不应该局限在“矫正” 与“补偿”，而应该放眼于“预防”与“改善” ，这是前人在研究中另一个不足之处，以上两点正是今后研究的深化点，我将在以后的工作实践中，努力探索，潜心于教学，争取有新的突破。关键词：新课程 城镇小学学困生 成因 转化对策导 论5AbstractContents summary:At present, new course reform has already entered the prima

9、ry school classroom.The new course emphasizes in the teaching process, with development, raise students character is lord, let each students get the development.Along with new course reform constantly thorough and development, we also should wide awake the ground to see, because society development

10、in output negative factor, new course of reform in education also exist to allow of no the problem for neglect.New course background descend produced to learn to trap to living lately, this mainly have already no longer been lay particular emphasis on in the teaching material and teaching methods, b

11、ut tie that is subjected to the old teaching idea, be subjected to the variation in many ways of family environment and the parents mistake idea, the existence in the social milieu idea and values, should try to educate obstinate and stupid not change to enhance to result in the educational influenc

12、e of elite on the contrary.Under these ideas leading, new course background under the primary school learn to trap to living and not only cant get the real conversion, but also will produce more primary schools“ learn to trap to living“, they are almost always a“ corner forget by person“.For carryin

13、g through the education policy of the party completely, the request of the orientation new course reform and education for all-round development, must help to convert the primary school“ learn to trap to living“, to the education of the primary school“ learn to trap to living“, is big problem that i

14、nvolves the universal nine years system compulsory education implement.Be the primary school teacher, should be have a foothold in the teaching of actual circumstance, go to understand the new course background objectively the mental factor of“ learn to trap to living“ of primary school and study pr

15、esent condition, pass to investigate the formative reason of“ learn to trap to living“ of primary school, adopt the homologous counterplan to the primary school learns to trap to living to carry on the earnest system of 导 论6education conversion, dig out well their potential, let them strengthen to s

16、tudy the confidence, develop the good and mental character, health to appreciate beauty the interesting aspect and life style, make them become the perfect person of personality, make they the intelligence gets the normal development, developping the good studying habit and study the method, beating

17、 for the for life study of their aftertime good foundation, find out the comprehensive character of“ learn to trap to living“ of primary school of exaltation of an in keeping with and big area of valid path, for the country the house develops more useful talented persons.What this research dint diag

18、ram study is a new course background to descend this particular ages to learn to trap to living of learn and trap new characteristic, the research point is to follow the flourishing region of sea to especially trap to living in the small town primary school.The new course background of thorough inve

19、stigation descends the formative reason of the town primary school“ learn to trap to living“, and put forward the homologous conversion counterplan, improving the internal motive system of study the difficult student, the improvement classroom teaching, pass the teachers effort under the condition o

20、f existing possibly of the quantity of the decrease primary school“ learn to trap to living“ combine the conversion that carries on the necessity to them.Thus in new course background under of“ make people the center“, the target of“ for the sake of the development of each student“,“ let each studen

21、ts character acquire the full development“ reach, being advantageous to the thorough development of the education for all-round development, with the harmonious campus of the orientation construction, harmonize the request of the society.According to the thinking of above-mentioned problem, carried

22、on the plain discussion and analysis.The thesis is total to is divided into five parts:Lead the language:Study the difficult problem is an international community in educate develop widespread and existent problem.In a very long time, each nation and region, all carried on the aggressive quest towar

23、ds studying the difficult student, the conversionproblems.The conversion learn trap living is also a count for much 导 论7topic of our country.The current conversion“ learn to trap to living“ has the very important meaning, but the primary school learn to trap the rare conversion education to compare

24、other learn the segment to learn to trap to living the conversion education more important.Because social development in output negative factor, new course of reform in education also exist to allow of no the problem for neglect.New course background descend produced to learn to trap to living latel

25、y.What this research dint diagram study is a new course background to descend this particular ages to learn to trap to living of learn and trap new characteristic, the research point is to follow the flourishing region of sea to especially trap to living in the small town primary school.The first pa

26、rt:Concerning to new course background next the primary school“ learn to trap to living“ says generally and all.First to new course background next the town primary school“ learn to trap to living“ made the concept define, elaborating that the town primary school“ learn to trap to living“ characteri

27、ze from the different on the side and mental characteristic, for convert the primary school to learn to trap to living to make the good theories cushion.The second part:To new course background next the primary school“ learn to trap to living“ of because of.This text combines a great deal of case ex

28、ample combine foundation in a great deal of inquisition from the subjective reason, objective reason both side to learn to trap to living of because of carrying on the study research.The subjective reason performance is bad in the students study foundation;Study the mental character bad;The learning

29、 motive attitude is weak;Study the method not appropriate;Study that the behavior lacks habitually.The objective reason performance is at school, the society and family three aspects.The third part:To new course background next the primary school“ learn to trap to living“ conversion counterplan.Comb

30、ine the new course actual, trap the rare education conversion work towards learn, put forward the explicit target, pay attention to the counterplan of the real results:Then the push 导 论8educate balanced development, aggressive creation learn to trap the good social milieu of living the conversion, d

31、iligent construction harmonious heading up of the campus cultural atmosphere, make school become learn to trap the rare spirit paradise;The further exaltation learns to trap to living the educational understanding level, the respect life, the concern difference;Investigate to learn to trap to living

32、 the new way of thinking of education continuously and is an important body that does to learn the value now;Develop the non- intelligence factor, promote it cognizes the mental ability;Hand that pushes the world is the hand of the cradle- encourage the parent to participate the school actively of e

33、ducation activity, improve and perfect to the evaluation method of the schools, promote learn to trap to living to educate the work to go deep in to open the exhibition.Can even want to let them become an aggressive participant in the life in abundant colorful school.End the language:The form master

34、 work of many years let I always at get along with“ learn to trap to living“, also always in the thinking, how adapt the request development that the new lesson change to have the sound personality and characters future constructor completely.This text is fix attention on in the internal motive syst

35、em that the improvement studies the difficult student, the improvement classroom teaching, pass the teachers effort under the condition of existing possibly of the quantity of the decrease“ learn to trap to living“ combine the conversion that carries on the necessity to them.Student study the diffic

36、ulty is also not a stage problem, it has it the consecution that oneself development, therefore, research the target shouldnt limit at“ correct“ with the “ compensate“, but should be scan widely in“ prevention“ and“ improvement“, this is the people of the past another not enough in the research of p

37、lace, above 2:00 studies from now on exactly of turn the point deeply, I will in laterly of work practice, work hard investigate, concentrate in the teaching, fight for having the new breakthrough.Keyword:The new course town primary school learns to trap to 导 论9living because of conversion counterpl

38、an导 论10导 论学习困难问题是一个世界各国在教育发展中普遍存在的问题。学习困难学生存在于世界各国的基础教育之中，严重困扰着各国教育的发展，影响着教育的效益，甚至带来了众多的类似青少年犯罪、吸毒等社会问题，制约着各国经济的发展。在一个相当长的时间里，各个国家和地区，对学习困难学生转化问题都进行了积极的探索。在国外，比较有代表性的研究有前苏联的苏霍姆林斯基“矫治”“难教儿童”的理论和实践 1；赞科夫关于转化“后进生” 的理论和实践；美国著名教育学家和心理学家布鲁姆的掌握学习理论在矫治学习困难学生方面取得了令人瞩目的成效。1983年，作为现代教育理论的先驱，美国哈佛大学教育学教授霍华德加德纳 2

39、(Edward Gardner)博士提出了“ 多元智能理论”。总之，西方一直把学习困难学生的教育视为特殊教育的范畴，加之充足的教育投入和雄厚的师资。他们在专门矫治机构的设置和研究水平的提高方面取得了显著的成果。转化学困生也是我国基础教育的一个非常重要的课题。学习困难学生问题在我国真正受到研究者的重视还是近几年的事 3，在解放前及解放后的一段时期，这一问题还不突出，也由于我国的研究水平还比较落后，很少见到有关学习困难学生的研究报告。80 年代中期，由于义务教育的实施和教育学、心理学等教育科学的崛起和发展，逐步形成了新的研究热点。上海在这方面的研究开展较早且较为系统。在深圳较早系统的开展学习困难学

40、生转化这一课题研究的有福田教科所主任黄孔辰 4带领的“成功教育”课题组，他们进行的“ 成功教育” 课题研究成果曾获得国家级教育科研二等奖。他们的研究成果无疑给我们提供了非常有益的研究资料和启示。但目前国内对学习困难学生缺乏统一的诊断标准，研究主要集中在学习困难学生的特征和影响因素等方面。国内在影响因素方面进行的研究较多，认为学习困难和多方面因素有关。对“学困生”的教育转化有利于促进学生个体的发展和进步，使学生本人成为一个心智健全的人，最大限度促进人的可持续发展。对学困生的教育转化研究能够帮助班主任找出学困生学习困难的根源，揭示出育人的规律性，得出有效的教育方法和途径，从而引导教师根据不同学困生的具体情况，有针对性地采取培养和转化的措施，正确有效地进行学困生矫正，树立教师转化学困生的信心。转化学困生也是实现教育观念和方式的变革，实现教师育人观念和方式的变革，实现学生成人成才观念和方式的变革，从而在变革中求发展，促进学校教育、教学水平、教育质量的