小学学困生教育转化策略研究

　　中文摘要

　　目前，我国正在大力推进实施素质教育，尤其是在中小学阶段。素质教育的宗旨是“面向全体学生，使学生得到全面发展”.在教育的现实情况中，总有那么一部分学生的知识、技能得不到有效的发展，导致了在学校教育中学困生的出现和长期的存在，这些学生的教育问题始终摆在我们教育者的面前，尤其是一线教育工作的眼前。学困生的教育和自身的发展一方面制约着学校、班级的教育质量，另一方面会给学困生的家庭，甚至社会带来沉重的负担。学困生的教育问题，是学校教育的重要组成部分；学困生的转化以及良好的发展也是目前国家实施素质教育，教育均衡的重要环节。笔者身为一名小学一线教师，有责任，有义务在自己的教育工作中积极深入的了解学困生，分析学困生的形成原因，探究学困生教育转化的方法。笔者以目前从教的青岛顺兴路小学的学困生为例，通过对他们一段时间的接触和观察，以及与其班主任和任课教师的交流，来明确学困生的定义。通过研究学困生的相关理论知识和认清学困生的现实意义的基础上，进而对该校的学困生进行类型、心理、特征进行分析，归纳出该校学困生形成的原因。

　　结合笔者近十几年的教学经验记录和相关教育理论，一方面从学困生的心理、自身素质的提高来进行教育转化的探究，另一方面在具体学科知识学习方面，通过认知技能的提高来进行教学转化策略的研究。笔者的研究只是关于学困生研究的沧海一粟，其中还有许多不成熟的地方，希望能对广大的教育者在学困生的教育策略的工作带了一点点的启示。

　　全文共分为四部分。第一章是学困生研究的现实基础和理论基础。第二章是以青岛顺兴路小学的学困生为研究对象，概括学困生的定义，分析类型、心理特点以及表现的特征。第三章简析了青岛顺兴路小学学困生的形成原因。该部分主要从学生自身因素导致学习困难出现的影响进行了阐述，同时简明分析了学校教育、家庭环境等外部因素对造成学习困难的诱因。第四部分是以青岛顺兴路小学为例介绍了对该校学困生的教学转化策略。主要从学困生自身的心理、素质以及针对学困生在阅读学习、数学计算，数学言语问题解决的学习、写作学习中出现的学习困难进行有针对性的教育教学的策略的探究。

　　关键词：小学阶段 学困生 心理素质 认知技能

　　Abstract

　　At present,China is vigorously promoting the implementation of quality education,especially in primary and secondary schools.The aim is for all students, so thatstudents get the comprehensive development.In the educational reality, there is alwaysa part of students' knowledge,skills,lack of effective development,leading to poorstudents in secondary school education and the emergence of long-term existence ofthe education of these students are always put in our educators front, especially frontline educational work. Students with learning difficulties in education andselfdevelopment on the one hand restricts schools,classes of quality of education, onthe other hand will give students with learning difficulties families,and even societybrought heavy pressure.The education of students with learning difficulties is animportant part of school education; learning difficulties as well as the transformationof the current state of development is also a good quality education,an important partof a balanced education.As an elementary school classroom teachers I have theresponsibility and obligation to work in their own education actively in-depthunderstanding of students with learning difficulties,analyze the causes of poorstudents, students with learning difficulties to explore education and conversionmethods.The author is currently Qingdao Shunxing Road from teaching elementaryschool students with learning difficulties,for example,through their period of contactand observation,as well as their teacher and classroom teacher exchanges,to clarifythe definition of students with learning difficulties. Students with learning difficultiesthrough research relevant theoretical knowledge and recognize learning difficulties onthe basis of practical significance,and thus the school for the type of students withlearning difficulties,psychological characteristics were analyzed,summarized schoolstudents with learning difficulties reasons for the formation.Author of the study justabout a drop in the ocean of students with learning difficulties,of which there aremany immature place,hoping to educate the majority of students with learningdifficulties in the education strategy work with a little inspiration.Text is divided intofour parts. The first chapter is the reality of learning difficulties research foundationand theoretical basis.The second chapter is Qingdao Shunxing Road Primary Schoolstudents with learning difficulties for the study,students with learning difficultiesgeneralize the definition of the type of analysis,psychological characteristics andbehavioral characteristics.Chapter III Analysis of Qingdao Shunxing Road Primarycauses of students with learning difficulties.The part of the main factors that lead tolearning from the student's own difficulties arise affected are described, while conciseanalysis of school education, family environment and other external factors causinglearning difficulties incentives. The fourth part is Qingdao Shunxing Road PrimarySchool as an example of the school teaching students with learning difficultiestransformation strategy.Students with learning difficulties mainly from their ownpsychological qualities as well as for students with learning difficulties in learning toread, math, mathematics, problem solving verbal learning, writing learning learningdifficulties appear for targeted education and teaching strategies to explore.

　　Keywords: primary school; students psychological; cognitive skills; students withlearning difficulties
 

　　目 录

　　中文摘要························································································Ⅰ

　　Abstract·························································································Ⅲ

　　绪论································································································1

　　一。选题缘由·················································································1

　　二。文献综述·················································································2

　　（一）学困生问题的研究···························································2

　　（二）学困生的概念界定···························································3

　　（三）学困生的成因·································································3

　　（四）学困生的转化·································································4

　　三。研究方法·················································································5

　　第一章 学困生研究的价值和理论基础·············································7

　　一。学困生研究的价值······························································7

　　二。学困生研究的理论基础·······························································9

　　第二章 学困生类型和心理特点············································12

　　一。学困生的类型·········································································12

　　二。学困生的心理特点···································································14

　　第三章 学困生的形成原因分析··························································17

　　一。认知能力的发展不平衡以及基本学习技能发展缺失与错位的影响·······19

　　二。各种非智力因素的影响·····························································20

　　三。其它因素的影响······································································22

　　四。自身素质的影响······································································24

　　第四章 学困生教育转化的方法与策略·················································27

　　一。帮助学困生心理素质的提高······················································27

　　（一）激发和引导学困生建立自信心··········································27

　　（二）协助指导学困生克服自卑心理··········································28

　　（三）培养学困生坚强的意志····················································28

　　二。课堂教学与转化的具体方法策略·················································29

　　（一）阅读困难学生的分析及教育转化策略·································29

　　（二）数学计算困难与数学言语问题困难学生的分析及教育转化策略·······················································································33

　　（三）写作困难学生的分析及教育转化策略·································38

　　结语······························································································41

　　参考文献························································································46

　　致谢······························································································48