高中新生数学学习障碍的成因及教学对策分析
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摘要
本文在研究国内外关于数学学习障碍文献的基础之上,阐述了高中新生数学学习障碍的基本含义,探讨了高中新生数学学习障碍的成因及教学对策分析。根据“数学难学”的普遍性和特殊性,可分为群体性学习困难和个体数学学习困难。前者是指“在数学学习的特定阶段或特定章节,学生普遍感到数学难学,出现大面积的学习成绩下降或分化的现象”。后者是指“智力发展正常,但没有充分发挥自己的智力因素而不能达到国家规定的最低的数学学习标准,数学学习效率低下,数学学习成绩长期落后于学生全体的数学学习状态”。研究者多关注后者。对于学困生问题,心理学界与教育学界已早有研究,而且已经取得了许多成功的经验,但针对全体高中新生,这一特定时期的全体,而不仅是长期学习困难的个体,在面对初高中转换的“新数学”时所遇到的障碍的研究仍然鲜见,这是一个阶段性的障碍,为了更好的进行此项研究,笔者特别到初二任教了一个学期(2007年上半期),以了解初中教学环境,教学模式,通过对高中新生的数学学习情况的调查和分析,对比初高中的课程设置,教师的教学习惯,学生的学习、心理特点,笔者发掘了高中新生数学学习障碍的成因,(主要是非智力因素的影响,学生情感态度的转换迟钝)并提出相应的教学对策。影响高中新生数学学习障碍的因素总计有四大块:
1.教材内容的影响
2.课程设置的影响
3.教师教学方式的影响
4.学生学习习惯的影响
本文在结合理论与实践的基础上,提出了转化消除高中新生数学学习障碍的对策:
1.强化入学初期教育,控制分化:
2.实施情感教育
3.加强学法指导
4.培养学生良好的学习习惯。
为研究分析影响高中新生数学学习障碍的因素,在理论分析的基础上,采用了问卷调查法,跟踪观察法,作实证研究,并进行了定量分析。经过一学期的实验,获得了良好的效果。
最后,介绍了自己在教学中实施转化策略的一个案例。
Based on the study of document concerning learning obstruction of mathematics at home and abroad, the authorities to explain the basic meaning of mathematical learning obstructions on the high school freshmen .The author also explores the causes of mathematical learning obstruction and its corresponding analysis to the teaching and learning strategies. According to the university and particularity of the phenomenon "it is difficult to learn maths". We can divide it into group learning difficulty and individual learning difficulty. The former refers to a kind of phenomenon that in a specific stage or chapter of learning maths, students feel difficult to learn maths generally and there is a decline in academic performance or split up on grades in great quantities. The latter refers to a state of mathematical learning when students with normal intelligence don't make full use of intellectual factors and con not meet the mathematics learning standard, with mathematical learning efficiency low and mathematical scores lagging behind the average whole for the long term. Up to now, the researchers have paid more attention to the latter. As to the students having difficulty in learning, the circles of psychology and education had made many studies and have achieved much successful experience. However, as to the whole high school freshmen, the whole in a specific stage rather than the individual with long-standing learning difficulty, the study on the learning barrier met by students who are learning new maths on the early stage of high school is still scare. This is a kind of staged barrier ,In order to carry out this study better , the author experienced a semester's teaching career in a Junior school, grade two to understand the teaching environment and teaching mode. Through a series of survey and analysis and making comparisons of curriculum between the Junior high and the senior high , teachers' teaching style, students' learning and psychological characteristics. The author explores the contributing factors of the student's learning barrier on maths and puts forwards its corresponding teaching strategies (mainly the influences of non-intelligence factors and the students' dull-witted conversion of emotional attitudes). The factors that influence the high school freshmen's learning barriers on maths all together are as following:
1. The impact of the contents of textbooks
2. The impact of curriculum
3. The impact of teacher's teaching methods
4. The impact of students' study habits
The thesis which is based on the combination of conveying the high school freshmen who have difficulty in learning maths:
1. Strengthening the early education enrollment, and control differentiation;
2. Implement the emotional education
3. Strengthen the instruction for learning
4.Train the students to good study habits.
In order to analysis the impact of high school freshmen's mathematics learning disabilities, the author used questionnaire survey, tracking observation, empirical research and quantitative analysis which are based on the theoretical analysis. After a semester of experiments the author achieved a good result.
Finally, the author describes a conversion case in his teaching strategies of the implementation
1.教材内容的影响
2.课程设置的影响
3.教师教学方式的影响
4.学生学习习惯的影响
本文在结合理论与实践的基础上,提出了转化消除高中新生数学学习障碍的对策:
1.强化入学初期教育,控制分化:
2.实施情感教育
3.加强学法指导
4.培养学生良好的学习习惯。
为研究分析影响高中新生数学学习障碍的因素,在理论分析的基础上,采用了问卷调查法,跟踪观察法,作实证研究,并进行了定量分析。经过一学期的实验,获得了良好的效果。
最后,介绍了自己在教学中实施转化策略的一个案例。
Based on the study of document concerning learning obstruction of mathematics at home and abroad, the authorities to explain the basic meaning of mathematical learning obstructions on the high school freshmen .The author also explores the causes of mathematical learning obstruction and its corresponding analysis to the teaching and learning strategies. According to the university and particularity of the phenomenon "it is difficult to learn maths". We can divide it into group learning difficulty and individual learning difficulty. The former refers to a kind of phenomenon that in a specific stage or chapter of learning maths, students feel difficult to learn maths generally and there is a decline in academic performance or split up on grades in great quantities. The latter refers to a state of mathematical learning when students with normal intelligence don't make full use of intellectual factors and con not meet the mathematics learning standard, with mathematical learning efficiency low and mathematical scores lagging behind the average whole for the long term. Up to now, the researchers have paid more attention to the latter. As to the students having difficulty in learning, the circles of psychology and education had made many studies and have achieved much successful experience. However, as to the whole high school freshmen, the whole in a specific stage rather than the individual with long-standing learning difficulty, the study on the learning barrier met by students who are learning new maths on the early stage of high school is still scare. This is a kind of staged barrier ,In order to carry out this study better , the author experienced a semester's teaching career in a Junior school, grade two to understand the teaching environment and teaching mode. Through a series of survey and analysis and making comparisons of curriculum between the Junior high and the senior high , teachers' teaching style, students' learning and psychological characteristics. The author explores the contributing factors of the student's learning barrier on maths and puts forwards its corresponding teaching strategies (mainly the influences of non-intelligence factors and the students' dull-witted conversion of emotional attitudes). The factors that influence the high school freshmen's learning barriers on maths all together are as following:
1. The impact of the contents of textbooks
2. The impact of curriculum
3. The impact of teacher's teaching methods
4. The impact of students' study habits
The thesis which is based on the combination of conveying the high school freshmen who have difficulty in learning maths:
1. Strengthening the early education enrollment, and control differentiation;
2. Implement the emotional education
3. Strengthen the instruction for learning
4.Train the students to good study habits.
In order to analysis the impact of high school freshmen's mathematics learning disabilities, the author used questionnaire survey, tracking observation, empirical research and quantitative analysis which are based on the theoretical analysis. After a semester of experiments the author achieved a good result.
Finally, the author describes a conversion case in his teaching strategies of the implementation
引文
[1]杜玉祥等.数学差生问题研究[M].华东师大出版社,2003,9:5-6
[1]夏志清,杨君.学困生习得无助的防治初探[J].安阳师范学院学报,2005,(3):71-72.
[2]韦燕平,钦彦.高一学生数学交流现状的调查与分析[J].数学教育学报,2004.3:91-93.
[3]但琦.高一学生数学应用能力的调查与分析[J].数学教育学报,2007,(16),(1):66-69.
[1]宋明新.初高中数学教学衔接的思考[J].中小学教学研究,2005.9:14-15.
[1]张文琴,许文超.高一数学-想说爱你不容易[J].数学教学通讯,2005,(5):61-63.
[2]高永红.高中学生数学成绩下滑的原因探析[J].中国教育科研与探索.2006,(5):82-83.
[3]黄鹭芳,积极应对,搞好初高中数学教学的衔接工作[J].福建教育学院学报,2006,(3):5-6.
[4]马艳.适应学科变化,找到最佳学法.大连日报,2006-10-23.
[5]林京榕.对初高中数学教学衔接的初步探讨.[J]中学数学杂志(高中)2003,(5):22-23.
[1]喻平.数学教育心理学[M].广西教育出版社,2005:8-9.
[1]郑毓信,梁贯成.建构主义与数学教育[M].上海教育出版社,1998:88-89.
[1]涂荣豹.数学教学认识论[M].南京师大出版社,2003:153-154.
[1]Tabassam.W&Grainger,J.Self-concept.attributional style and self-efficacy beliefs of students with 1,Ds with and without attention deficit hyperactivity disorder.
[1]布鲁纳.教育过程[M].文化教育出版社1982:22-23.
[1]潘振南.研究初、高中数学教学衔接问题迫在眉睫.[J]数学教学,2006,(3).
[1]http://baike.baidu.com/view/408999,htm
[1]沈加.初高中数学衔接教程[M].华东师大出版社,2005。
[2]辛自强,俞国良.学习困难的界定与操作化定义[J].心理学动态,1999,(7):52-55。
[3]杜玉祥等 数学差生问题研究[M].华东师大出版社,2003。
[4]喻平.数学教育心理学[M].广西教育出版社,2005。
[5]Cooley.F.J,&ayres,R.R.Sen concept andsuccess-failure attributions of nonhandicapped stu-dents and students with 1,Ds.1bid.1988.21(3):174-178.
[6]Tabassam.W&Grainger,J.Self-concept.attributional style and self-efficacy beliefs of students with 1,Ds with and without attention deficit hyperactivity disorder.Learning Disability Quarterly,2002,25(1):141-151.
[7]Berardi-Coletta B,Buyer L S,Dominowski R Let al.Metacognition and Problem-solving:a process-oriented approach.Journals of Experimental Psychology:Learning,Memory,and Cognition,1995.21(1):205-223.
[8]王子兴,宋秉信,昌国良.中学数学教育心理研究[M].湖南师范大学出版社,1999。
[9]刘翔平.中小学生心理障碍的评估与矫正[M].江苏:江苏教育出版社,1999.96。
[10]皮连生.学与教的心理学[M].华东师大出版社,2002。
[11]张奠宙,宋乃庆.数学教育概论[M].高等教育出版社,2004。
[12]王策三.教学实验论[M].人民教育出版社,1999。
[13]雷雳.学习困难少年的心理健康状态[J].心理发展与教育,1997(1):49-53。
[14]普昭年.非智力因素对数学教学的影响及其培养[J].甘肃高师学报,2001.4。
[15]刘自昌.高中生的自我概念与其学校适应[J].心理科学,2004.7。
[16]陶兴模.学困生学习心理障碍分析及对策研究[J].数学教育学报,2004,(2):42-45.
[17]涂荣豹.数学教学认识论[M].南京师大出版社,2003。
[18]张景中.从数学教育到教育数学[M].中国少年儿童出版社,2005。
[19]郭玉峰,潘冬花.从元认知的角度分析高中数困生的成因及其转化[J].数学教育学报,2006,(2):25-27。
[20]任樟辉.数学思维理论[M].广西教育出版社,2003。
[21]郑君文,张恩华.数学学习论[M].广西教育出版社,2003。
[22]徐斌艳.数学教育展望[M].华东师范大学出版社,2001。
[23]郑毓信,梁贯成.建构主义与数学教育[M].上海教育出版社,1998。
[24]陈尤科.初探高一数学学困生的成因及转化策略[J].数学教学通讯:中教版,2006,(2):14-16。
[25]石循忠.谈学生数学知识的个人构建[J].数学教育学报,2004(13),(3):48-49。
[26]韦燕平,钦彦.高一学生数学交流现状的调查与分析[J].数学教育学报,2004(13),(3):91-93。
[27]但琦.高一学生数学应用能力的调查与分析[J].数学教育学报,2007(16),(1):66-69。
[28]潘振南.研究初、高中数学教学衔接问题迫在眉睫[J].数学教学,2006,(3):7-9。或中学数学教与学,2006,7:24-26。
[29]易竹贤.关于初高中数学课程衔接问题的探讨[J]中学数学教与 学,2006。11:33-35。
[30]吴勇贫.对新课程标准下初、高中数学教学衔接的思考[J].数学通报,2006(45),(3):11-13。
[31]张强,师爱芬.关于初高中数学学科衔接问题的研究[J].中国数学教育,2007,4:6-7。
[32]韩裕娜,罗华.关于高一学生“算法”学习情况的调查[J].数学通报,2006(45),(6):5-7。
[33]黄根初.新教材高一数学学与教的几点思考[J].中学数学教与学,2006,4:39-41。
[34]丁益民.当前课改中数学史教学现状的调查分析[J].中学数学月刊,2006(9):14-16。
[35]郑毓信.学习理论的现代发展及其教学涵义[J].数学教育学报,2004.2。
[36]侯宝坤.对高一数学难教的思考[J]中小学教材教学2005,(5):53-54。
[37]李晓郁,赵传义.高一数学学习现状调查研究[J].科学中国人2006,(1):52-53。
[38]陈玲.初高中数学衔接教学的探讨[J].福建教育学院学报,2006,12。
[39]宋明新.初高中数学教学衔接的思考[J].中小学教学研究,2005,(9):14-15。
[1]夏志清,杨君.学困生习得无助的防治初探[J].安阳师范学院学报,2005,(3):71-72.
[2]韦燕平,钦彦.高一学生数学交流现状的调查与分析[J].数学教育学报,2004.3:91-93.
[3]但琦.高一学生数学应用能力的调查与分析[J].数学教育学报,2007,(16),(1):66-69.
[1]宋明新.初高中数学教学衔接的思考[J].中小学教学研究,2005.9:14-15.
[1]张文琴,许文超.高一数学-想说爱你不容易[J].数学教学通讯,2005,(5):61-63.
[2]高永红.高中学生数学成绩下滑的原因探析[J].中国教育科研与探索.2006,(5):82-83.
[3]黄鹭芳,积极应对,搞好初高中数学教学的衔接工作[J].福建教育学院学报,2006,(3):5-6.
[4]马艳.适应学科变化,找到最佳学法.大连日报,2006-10-23.
[5]林京榕.对初高中数学教学衔接的初步探讨.[J]中学数学杂志(高中)2003,(5):22-23.
[1]喻平.数学教育心理学[M].广西教育出版社,2005:8-9.
[1]郑毓信,梁贯成.建构主义与数学教育[M].上海教育出版社,1998:88-89.
[1]涂荣豹.数学教学认识论[M].南京师大出版社,2003:153-154.
[1]Tabassam.W&Grainger,J.Self-concept.attributional style and self-efficacy beliefs of students with 1,Ds with and without attention deficit hyperactivity disorder.
[1]布鲁纳.教育过程[M].文化教育出版社1982:22-23.
[1]潘振南.研究初、高中数学教学衔接问题迫在眉睫.[J]数学教学,2006,(3).
[1]http://baike.baidu.com/view/408999,htm
[1]沈加.初高中数学衔接教程[M].华东师大出版社,2005。
[2]辛自强,俞国良.学习困难的界定与操作化定义[J].心理学动态,1999,(7):52-55。
[3]杜玉祥等 数学差生问题研究[M].华东师大出版社,2003。
[4]喻平.数学教育心理学[M].广西教育出版社,2005。
[5]Cooley.F.J,&ayres,R.R.Sen concept andsuccess-failure attributions of nonhandicapped stu-dents and students with 1,Ds.1bid.1988.21(3):174-178.
[6]Tabassam.W&Grainger,J.Self-concept.attributional style and self-efficacy beliefs of students with 1,Ds with and without attention deficit hyperactivity disorder.Learning Disability Quarterly,2002,25(1):141-151.
[7]Berardi-Coletta B,Buyer L S,Dominowski R Let al.Metacognition and Problem-solving:a process-oriented approach.Journals of Experimental Psychology:Learning,Memory,and Cognition,1995.21(1):205-223.
[8]王子兴,宋秉信,昌国良.中学数学教育心理研究[M].湖南师范大学出版社,1999。
[9]刘翔平.中小学生心理障碍的评估与矫正[M].江苏:江苏教育出版社,1999.96。
[10]皮连生.学与教的心理学[M].华东师大出版社,2002。
[11]张奠宙,宋乃庆.数学教育概论[M].高等教育出版社,2004。
[12]王策三.教学实验论[M].人民教育出版社,1999。
[13]雷雳.学习困难少年的心理健康状态[J].心理发展与教育,1997(1):49-53。
[14]普昭年.非智力因素对数学教学的影响及其培养[J].甘肃高师学报,2001.4。
[15]刘自昌.高中生的自我概念与其学校适应[J].心理科学,2004.7。
[16]陶兴模.学困生学习心理障碍分析及对策研究[J].数学教育学报,2004,(2):42-45.
[17]涂荣豹.数学教学认识论[M].南京师大出版社,2003。
[18]张景中.从数学教育到教育数学[M].中国少年儿童出版社,2005。
[19]郭玉峰,潘冬花.从元认知的角度分析高中数困生的成因及其转化[J].数学教育学报,2006,(2):25-27。
[20]任樟辉.数学思维理论[M].广西教育出版社,2003。
[21]郑君文,张恩华.数学学习论[M].广西教育出版社,2003。
[22]徐斌艳.数学教育展望[M].华东师范大学出版社,2001。
[23]郑毓信,梁贯成.建构主义与数学教育[M].上海教育出版社,1998。
[24]陈尤科.初探高一数学学困生的成因及转化策略[J].数学教学通讯:中教版,2006,(2):14-16。
[25]石循忠.谈学生数学知识的个人构建[J].数学教育学报,2004(13),(3):48-49。
[26]韦燕平,钦彦.高一学生数学交流现状的调查与分析[J].数学教育学报,2004(13),(3):91-93。
[27]但琦.高一学生数学应用能力的调查与分析[J].数学教育学报,2007(16),(1):66-69。
[28]潘振南.研究初、高中数学教学衔接问题迫在眉睫[J].数学教学,2006,(3):7-9。或中学数学教与学,2006,7:24-26。
[29]易竹贤.关于初高中数学课程衔接问题的探讨[J]中学数学教与 学,2006。11:33-35。
[30]吴勇贫.对新课程标准下初、高中数学教学衔接的思考[J].数学通报,2006(45),(3):11-13。
[31]张强,师爱芬.关于初高中数学学科衔接问题的研究[J].中国数学教育,2007,4:6-7。
[32]韩裕娜,罗华.关于高一学生“算法”学习情况的调查[J].数学通报,2006(45),(6):5-7。
[33]黄根初.新教材高一数学学与教的几点思考[J].中学数学教与学,2006,4:39-41。
[34]丁益民.当前课改中数学史教学现状的调查分析[J].中学数学月刊,2006(9):14-16。
[35]郑毓信.学习理论的现代发展及其教学涵义[J].数学教育学报,2004.2。
[36]侯宝坤.对高一数学难教的思考[J]中小学教材教学2005,(5):53-54。
[37]李晓郁,赵传义.高一数学学习现状调查研究[J].科学中国人2006,(1):52-53。
[38]陈玲.初高中数学衔接教学的探讨[J].福建教育学院学报,2006,12。
[39]宋明新.初高中数学教学衔接的思考[J].中小学教学研究,2005,(9):14-15。