摘要
众所周知,数学在科学技术的发展与人的素质培养中发挥着越来越重要的作用,中学数学教学应致力于不断提高学生的数学素养和数学能力。然而,在教学实践中,学生的数学能力和学业成绩存在着相当大的差异。尤其到了高中阶段,随着数学内容的更加抽象、综合和概括,学生间的差距逐渐拉大,数学学习困难学生(简称数困生)成为每一位数学教师不得不面对的突出问题。而如何帮助数困生摆脱困扰,提高他们的数学能力和学业成绩,日益成为推动数学课程改革,大面积提高教学质量的关键。
本文首先把数困生界定为智力正常,且处于正常的教学环境下,在同类群体中,数学学习水平或能力较低,达不到国家规定的高中数学课程标准要求的学生,主要表现在个体的认知、情意和行为系统等方面。论文运用文献分析法对数困生的成因、影响因素及转化策略等进行了综合分析,在此基础上提出了当前研究中存在的问题。高中数困生由于长期“失败”,常常会有自卑、焦虑、抑郁等情绪困扰。因此,本研究试图从“转化数困生心灵”的角度,从探索每个数困生的具体成因入手,运用心理咨询原理,通过课下心理辅导、数学辅导与课堂调控相结合的方法,帮助数困生自强自立,在数学上获得良好发展的同时,促进其人格成长与发展。
本研究分理论研究和实证研究两大部分。理论研究部分从研究的背景和意义出发,结合国内外该课题研究现状,探讨了转化数困生的理论基础。实证研究分为调查研究和行动研究两部分:(1)通过访谈和问卷调查,了解到高中数困生普遍对数学缺乏兴趣,畏惧数学,自我效能感偏低;数学自我监控能力较低,没有反思的习惯与时间;还存在着明显的心理健康问题和焦虑情绪,包括考试焦虑。(2)行动研究设计是单组前后测准实验设计,并尝试了质的研究方法。首先,对选定的15名数困生运用心理咨询相关原理进行访谈,确定分类转化方案,并通过心理咨询式的交流与数学辅导,探讨了转化高中数困生的课下指导方法,然后,通过分析基于心理咨询原理的高中数学课堂与高中数学教师的特征,提出了转化数困生的课堂教学策略,经过一学期的实验,实现了大部分数困生的有效转化,最后给出了两个成功转化的个案。
通过理论探讨、调查实验及个案分析,本文得出以下结论:
(1)转化数困生只有从“转化心灵”角度入手才是治本之策
高中生自我意识和自我调节能力增强,只有深入数困生的心灵,找到其学习困难的“症结”,再结合课堂教学与辅导才能实现数困生的有效转化;
(2)转化数困生必须是一个助人自助的过程,教师不能越俎代庖
心理咨询是咨询师帮助来访者自强自立的过程,数学教师运用心理咨询相关原理和技巧与数困生交流,能够促进数困生独立思考,减少或消除自卑感与惰性心理;培养数困生自主学习的能力,培养他们良好的数学学习情感,提高数学学习兴趣;
(3)运用心理咨询原理转化数困生能提高其数学学业成绩和自我效能感
将心理咨询相关原理与技巧恰当地运用到转化高中数困生的工作中,能够有效地增强数困生的学习信心,直接表现为学业成绩的提高和自我效能感的增强。
当然,转化高中数学学困生的工作决不是一蹴而就的,需要作出长期不懈的努力,其间也会有反复,有失意,因此本研究仍将继续。
As we all know, math contributes a lot to the development of science and technology and cultivate the quality of people, the role of which is becoming increasingly important. The teaching of math in middle school stage aims at continually improving the students’mathematical literacy and mathematical ability. However, in the teaching practice, there are considerable differences between the students math ability and academic performance. In particular, at the high school stage, as math becomes more abstract , synthesis and summary, the gap between students is gradually widening .As a result, math study problem students (referred to as the number of trapped students) appear and each math teacher has to face the outstanding problem inevitably. And how to help them out of trouble and improve their math ability and academic performance has increasingly become the key to math curriculum reform, and the promotion of math teaching.
This article first defines students with math learning disability as those with normal intelligence and in a normal teaching environment lower or less than the provisions of the National Senior math curriculum standards mainly at the individual cognitive, affective and behavioral systems. This thesis brings about the existing problems through the analysis of the causes of students with math learning disability, influencing factors and transformation strategies for the comprehensive analysis, on the basis of a current research. Students with math learning disability have been suffering from "failure", who usually have low self-esteem, anxiety, depression and other emotional problems. Therefore, this study attempts to "transform the number of trapped souls of Health" perspective, from the exploration of each of several specific causes of Poor students with the principle of the use of the combination of methods of psychological counseling through the Division of psychological counseling, guidance and math classroom control to help Poor Students self-improvement, self-reliance, good at math on development, and promote their personal growth and development.
This article is made up of two parts, sub-theoretical research and empirical studies of . Theoretical research explore the transformation of several trapped students theoretically based on the background and significance of the study, after the combination of domestic and international status of the research. Empirical research is divided into two parts: (1) through interviews and questionnaires, due to generally a lack of interest in math, math fear, low self-efficacy; lower math self-monitoring ability, no habit of reflection and time and mental health problems and anxiety, including test anxiety. (2) action research and design are single-group pretest and posttest quasi-experimental design, and try a qualitative research methods. First of all, to interview the selected 15 students with math learning disability applying psychological principles of consultative s to determine the classification of transformation programs, and discuss the method of transformation after class through psychological counseling and math counseling. Then, through the analysis of psychological counseling based on the principle of Senior High School math classrooms well as the characteristic of individual math teacher, classroom teaching strategies aiming at transformation is brought about, and after one semester of the experiment,we successfully achieved our goal. The following are two cases of successful transformation.
The paper reached the following conclusions through theoretical discussion and case analysis of the experimental investigation:
(1) "spiritual transformation" perspective is the fundamental policy
High school students have high self-awareness and self-regulating capacity. Only through effective mental help, finding the real "problem", and the combination of classroom teaching and counseling ,can they achieve effective transformation;
(2) The process of transformation must be a process of helping people to help themselves
Psychological counseling is the process that consultants assist visitors self-improvement and self-sustaining .The use of psychological principles and skills, trapped students can promote independent thinking, reduce or eliminate the psychological sense of inferiority and inert; cultivate a number of students with math learning disability learn the ability to cultivate their good math study emotion, and enhance interest in learning math;
(3) The use of psychological counseling principle can improve its academic performance and math self-efficacy
This means the conbination of the use of consulting the relevant psychological principles and skills appropriate to use to transform a number of Senior students with math learning disability, which can effectively enhance the number of trapped students studying confidence, directly improve the academic performance and self-efficacy enhancement.
Of course, the transformation of high school students with math learning disability is not an easy job, which demands long-term and unremitting efforts, during which there will be repetition, frustration. All this gives reason that this study will continue.
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