1、单位代码 *学号 *分类号 *硕 士 学 位 论 文（ 专 业 学 位 ）高中数学学困生的成因与转化策略研究专业学位领域 ： 学 科 教 学 数 学专业学位类别 ： 教 育 硕 士申请人 ： *指导教师 ： * 副 教 授二一*年*月THE RESEARCH ON THE CAUSES OF FORMATION OF HIGH SCHOOL STUDENTS WITH DIFFICULTIES IN LEARNING MATHE AND TRANSFORMATION STRATEGIESA Dissertation Submitted to the Graduate School of Hen
2、an Normal Universityin Partial Fulfillment of the Requirementsfor the Degree of Master of EducationBy*Supervisor: Associate Prof. *March,2012摘 要在我国当前学校教育中，众多学生感觉数学学习困难，在高中阶段，这种现象尤其普遍。高中生数学学习困难的状况不仅制约了其他学科的进一步提高，也阻碍了我国高中教育教学质量的提高。而普通高中数学课程标准（实验） （简称“新课标” ）对数学教学的要求是，实现大众化的高中数学教育理念，要求每个人学习的数学是“有价值”的，每个
3、人学习的数学应尽量运用到生活和工作中去，不同的人学习不同的数学。 1显然顺应新课标的要求，解决好数困生的教育问题是实现新课标理念的重要一环。本文对普通高中数困生的学习困难成因和转化策略进行了研究。首先在国内外研究的基础上给出了高中数困生的界定，然后结合普通高中数困生存在的现状，通过对学生发放调查问卷进行研究、选择典型的学生进行访谈等手段，同时结合相关理论和多年的教学实践经验，总结出普通高中数困生形成的原因：主要由外部因素和主体因素两部分构成。其中外部因素包括: 家庭因素、社会因素和学校因素。主体因素包括:智力因素和非智力因素。基于对普通高中数困生成因的现状分析，最后本研究针对数困生提出相应的转
4、化措施：1.执行素质教育，贯彻学生平等的教育理念2.提高教师修养，发挥教师感染力3.激发数困生的数学学习兴趣4.培养数困生良好的学习动机5.加强对数困生学习方法的指导和培养良好的学习习惯6.为数困生的转化提供一个良好的环境。通过在教学实践中运用以上转化策略，本人所任教的班级中相当一部分数困生已经有了一定程度的提高。关键词：高中数学，数困生，成因分析，转化策略ABSTRACTNowadays many students feel that mathematics is difficult to learn, especially for senior high school students,
5、which not only restricts the further improvement of the other subjects but also hinder the improvement of teaching quality of our high school education. According to “High School Mathematics Curriculum Standards (Experimental)“ (referred to as the “New Standard“) ,we must make high school mathematic
6、s education more popular, which means everyones learning should be valuable and that everyone should apply what they have learned to life and work as much as possible and that different people should learn different mathematics. Clearly conform to the requirements of the new curriculum, to resolve a
7、 good number of poor students education is an important part of the new curriculum concept.The thesis aims to find out what makes it difficult for high school students to learn mathematics well and transformation strategies. First, based on the domestic and international research , it gives the defi
8、nition of high school students with learning difficulties. Then it combines with the present situation of the students with learning difficulties to have a research by all kinds of means,such as issuing a questionnaire to students and having interviews with some typical students .According to the re
9、levant theory and years of experience in teaching practice, the thesis sums up the reasons for the formation of high school mathematics students with learning difficulties, which lie in external factors and the main factors. The external factors mainly include family factors, social factors and scho
10、ol factors. And the main factors include mental factors and non-intellectual factors. Finally, based on the analysis of the formation of high school mathematics students with learning difficulties, this thesis put forward some transformation strategy for the students with learning difficulties:1.Imp
11、lement Quality Education and carry out students equal education concept.2.Improve the teachers cultivation of and exert teachers appeal3.Stimulate mathematical interest in learning for students with learning difficulties4.Cultivate good learning motivation of students with learning difficulties5.Gui
12、de the students with learning difficulties to develop good study habits6.Provide a good environment for the transformation of students with learning difficultiesWith the help of the transformation strategies above, a considerable part of my students with difficulties in learning mathematics have imp
13、roved to some extent.KEY WORDS: art class, high school mathematics, students with difficulties in learning mathematics, the analysis of causes, transformation strategies目 录摘 要 .IABSTRACT.III目 录 .V第一章 绪论 .11.1 研究的背景 .11.2 研究的意义 .11.3 研究方法 .2第二章 文献综述与概念界定 .32.1 文献综述 .32.1.1 “掌握学习”理论 .32.1.2 “三层次说” .32
14、.1.3 “最近发展区”理论 .42.1.4 “归因理论” .42.1.5 “人的需求层次理论” .52.1.6 其他观点 .62.2 数学学困生的界定 .72.2.1 学习困难的界定及类型 .72.2.2 数学学困生的界定 .8第三章 高中数学学困生学习状况的调查与分析 .113.1 调查的对象及方法 .113.2 调查的设计 .113.3 调查结果的分析 .11第四章 高中数学学困生的成因分析 .194.1 影响高中数学学困生的外部因素 .194.1.1 家庭因素 .194.1.2 社会因素 .194.1.3 学校因素 .204.2 影响高中数学学困生的主体因素 .224.2.1 影响数困生的智力因素 .224.2.2 影响数困生的非智力因素 .23第五章 高中数学学困生的转化策略 .275.1 执行素质教育，贯彻学生平等的教育理念 .275.2 提高教师修养，发挥教师感染力 .275.3 激发数困生的数学学习兴趣 .285.4 培养数困生良好的学习动机 .295.5 加强对数困生学习方法指导和培养良好学习习惯 .305.6 为数困生的转化提供一个良好的环境 .31参考文献 .33附录 A.35附录 B.39致 谢 .43独 创 性 声 明 .45关于论文使用授权的说明 .45
