摘要
随着“大学扩招”和“高中扩招”热的不断升温,我国的传统职业教育出现了急剧的萎缩,导致大批的数学学困生涌进中职学校的大门。面对数量庞大的数学学困生,造成他们学习困难的原因在哪里?如何转化他们?是摆在每一位中职数学教师面前的现实任务。因此我们必须转变教育思想,树立新的人才观、质量观,及时地转化职校数学学困生,提高全民族的素质。
本文在研究过程中采用的主要方法是调查研究法。调查包括问卷调查和访谈。对数学学困生成因调查的主要理论依据是俄罗斯巴班斯基的同心圆理论和日本北尾伦彦的三层次说。通过对264名中职数学学困生的调查,研究了中职数学学困生的现状,并结合相关理论和教学实践经验,从学生学习的内在因素和外在因素两个方面来考虑,找出职校数学学困生形成的主要原因并分为两类——内因主导型和外因影响型。内因主导型包括基础薄弱型、动机低下型、兴趣缺乏型、方法不当型、情感障碍型、意志薄弱型;外因影响型包括环境干扰型、教育误导型。
根据对职校数学学困生的成因分析以及相关理论,针对各种类型的数学学困生提出了相应的转化措施。本文的创新之处在于针对职校这个特殊群体的特点,对职校数学教学提出一些切实可行的转化策略,具有实践的指导性和应用性。
With the increasing enrollment in the universities and senior high schools,the traditional secondary vocational education of our country goes down dramatically, which results in a large number of students with mathematics learning difficulties enter the secondary vocational schools. How to face them? what's the reason for them to learn difficultily? How to improve them? All these are in the charge of teachers in this kind of secondary vocational school. The teachers should change their education concept, establish scentific talent view and quality view timely to shapen the students' mathematical skill with a view to enhancing the quality of the entire nation.
The main method used in this article is investigation which includes questionnaire,interviewing,case study and teaching experiment etc. The theory the paper carried on to investgate the cause formation of the students with mathematics learning difficultiesis bases on "Concentric theory "by RussiaЮ·К·Ваьанскпйand "Three-level Theory"by Japanese Yukari Kitao.According to the investigation survey of 264 students with mathematics learning difficulties,this paper studies the existing present state of such students,unifies the correlation theories and teaching experience,analyzes the main reasons why such students come into being. As consideration for students' leaning internal factors as well as external factors,the main reasons for their existance can be summarized as:Subjective obstacles and Objective obstacles. Subjective obstacles includes weak foundation, low motivation, interest-lacking, wrong method, emotional barrier and non-firm will,while objective obstacles includes environmental interference and wrong guide in education.
Combined with the relevant theories and cause formation of the students with mathematics learning difficulties,this paper puts forward some mending and constructive measures for vocatioal education. Arming at the characteristics of vocational education,some specific transformation methods on mathematics teaching in vacatioanl schools propesed in this paper are of practical and useful value. This is exactly innovation of this paper.
引文
[1]吴宪芳.中学数学教育概论[M].湖北教育出版社,2005:第119页
[1]鲁献蓉.数学学习困难学生的认知特点.[J].数学教育学报,1999,4:第55页
[1]林崇德.学习动力[M].湖北教育出版社,1999:第36页
[1]朱士鸣。学生心理引导策略-相约成功[M].上海辞书出版社,2004:第79页
[1]林崇德。学习动力[M].湖北教育出版社,1999:第244页
[1]林崇德。学习动力[M].湖北教育出版社,1999:第201页
[1]张楚廷.数学教育心理学[M].北京:警官教育出版社,1998
[2]陈在瑞,路碧澄.数学教育心理学[M].北京:中国人民大学出版社,1996
[3]曹才翰,蔡金法.数学教育学概论[M].江苏:江苏教育出版社,1989
[4]李建才,连四清.基础教育现代化教学基本功[M].北京:首都师范大学出版社,1997
[5]全国统编教材编写组编.教育心理学[M].山东:山东教育出版社,1982
[6]钟启泉.差生心理与教育[M].上海:上海教育出版社,1994
[7]林崇德.学习动力[M].湖北:湖北教育出版社,1999
[8]王道俊.王汉澜.教育学[M].北京:人民教育出版社,1999
[9]吴宪芳.中学数学教育概论[M].湖北:湖北教育出版社,2005
[10]林崇德.学习与发展[M].北京:北京教育出版社,1992
[11]朱士鸣.相约成功--学生心理引导策略[M].上海:上海辞书出版社,2004
[11]严雪怡.中专教育概论[M].上海:华东师范大学出版社,1988
[12]张维忠,汪晓勤.文化传统与数学教育现代化[M].北京:北京大学出版社,2006
[13]杜玉祥,泰安师专数学教育实验课题组.初中数学差生研究-分类转化的进一步讨论[J].泰安师专学报,1997,(5)
[14]杜玉祥,马晓燕.数学教育实验法示例:“初中数学差生转化”教育实验简介》[J].中学数学教学参考,2001,(3)
[15]鲁献蓉.数学学习困难学生的认知特点[J].数学教育学报,1999,(4)55-58
[16]刘全礼,闵学龙.近年来我国学习不良儿童研究综述[J].中国特殊教育,2001,(4)
[17]程亚焕,鲁华.要重视解决数学差生问题[J].通化师范学院学报,2003,(6)87-88
[18]邢淑芬,林崇德,俞国良.表扬对儿童的影响及其教育启示[J].中国教育学刊,2007,(12)41-44
[19]程亚焕.数学教学观与数学差生[J].数学教育学报,2001,(2)31-33
[20]刘昌.数学学习困难儿童的认知加工机制研究[N].南京师大学报(社会科学版),2004,3:81-88
[21]徐速.西方数学学习困难研究的综述[J].心理科学,2005,28(1)143-145
[22]王恩国,刘昌.数学学习困难与工作记忆关系研究的现状与前瞻[J].心理科学进展,2005,13(1)39-47
[23]曾盼盼,俞国良.数学学习不良的研究及其趋势[J].心理科学进展,2002,10(1):48-56
[24]李晓东,聂尤彦,庞爱莲,林崇德.工作记忆对小学三年级学生解决比较问题的影响[J].心理发展与教育,2003,3:41-45
[25]张明,隋洁.分散注意条件下学优生与学困生视空间工作记忆的比较研究[J].应用心理学,2003,9(1):29-34