高中生生物学学业不良成因分析及其对策研究
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摘要
高中生物学课程旨在提高学生生物科学素养。因此,加强生物学教学至关重要。然而,在生物学教学中,几乎所有学校都存在生物学学业不良的高中生,这严重影响了整体教学质量的提高。为了促进全体学生全面发展,有必要对高中生生物学学业不良的成因以及由此导致的学生心理健康问题进行分析,并在此基础上提出相应对策,这符合新课程面向全体学生的理念。本研究从理论出发,结合实际探索引起高中生生物学学业不良的原因,并在此基础之上提出解决这一问题的途径,以期对高中生物学教学产生良好的推动作用。
本文通过文献研究,从学业不良概念界定、国内外研究现状分析、学业不良的鉴别、学业不良成因、学业不良对策几个方面进行了理论研究,为高中生生物学学业不良的研究提供借鉴。
本文主要通过问卷调查法,以上海市的六所中学,包括三所示范性高中、两所普通高中和一所职业高中的三个年级共406名学生作为研究对象,对高中生生物学学业不良情况进行了调查,了解了高中生生物学学业不良的现状,对高中生生物学学业不良的成因了进行分析并提出高中生生物学学业不良的对策。
通过研究,本文得出如下结论:(1)高中生物学学业不良现象在各类型学校、各年级都有发生,学业不良率按照示范性高中、普通高中、职业高中的顺序递减;按照高一年级、高二年级、高三年级的顺序递增。(2)高中生物学学业不良与学生的基本情况中的客观情况无关,而与基本情况中的学业背景当中韵某些方面有关;其成因有个人因素、环境因素和学科因素三方面,个人因素包括学习情况、学习动机、学习策略和学习态度四个部分;环境因素包括生活环境、师生关系和生生关系三个部分;学科因素是由生物学科的地位决定的。
基于上述结论,本文提出以下对策:(1)改善生物学学习状况;(2)加强生物学学习动机;(3)改进生物学学习策略;(4)端正生物学学习态度;(5)创造良好的生活环境;(6)构建和谐的师生关系;(7)建立融洽的生生关系。
The aim of high school biology curriculum is to enhance students' biological science equipment. For this reason, it is crucial to strengthen biology instruction. However, nearly all schools exist biology under-achiever, seriously influencing upgrading the entire education quality. In order to promote overall development of the whole students, it is necessary to analyze the causes and students' mental health trouble which is brought about by biology underachievement and bring up homologous Countermeasures based the analysis. The research accords with the new curriculum's idea of facing the whole students. The research begins with the theory and explores the causes of high school biology underachievement practically. Moreover, the way based the exploration to solve the problem is advanced and the way is expected to produce fine further effect for high school biological education.
According to the bibliography, the theory study is made from the aspects of the concept of underachievement, the present situation of research in and abroad, the appreciation of underachievement, the cause of underachievement and the Countermeasures of underachievement. The bibliography research offers reference for the research of high school biology underachievement.
The questionnaire investigation is the main method. The investigation objects are 406 students from 6 high schools in Shanghai, including 3 exemplary high schools, 2 common high schools and 1 vocational high school. The circumstances of high school biology underachievement are investigated. The present situation of high school biology underachievement is known. The causes of high school biology underachievement is analyzed and the Countermeasures are brought up.
The conclusions of the investigation are: (1) The phenomenon of high school biology underachievement appears in various schools and grades. The rate of high school biology underachievement decreases from exemplary high schools, common high schools to vocational high school and increases from grade 1, grade 2 to grade 3. (2) High school biology underachievement has nothing to do with students' objective condition of basic condition and has something to do with some aspects of studies background. The causes of high school biology underachievement are personal factor, environment factor and subject factor. Study situation, study motive, study strategy and study attitude are involved in personal factor. Living environment, relationship between the teacher and the students, relationship between students are involved in environment factor. Subject factor is decided by the status of biology subject.
From the investigation above, following strategies are brought out: (1) improve biology study situation; (2) enhance biology study motive; (3) reform biology study strategy; (4) correct biology study attitude; (5) create fine living environment; (6) build up intimate relationship between the teacher and the students; (7) establish companionate relationship between students.
本文通过文献研究,从学业不良概念界定、国内外研究现状分析、学业不良的鉴别、学业不良成因、学业不良对策几个方面进行了理论研究,为高中生生物学学业不良的研究提供借鉴。
本文主要通过问卷调查法,以上海市的六所中学,包括三所示范性高中、两所普通高中和一所职业高中的三个年级共406名学生作为研究对象,对高中生生物学学业不良情况进行了调查,了解了高中生生物学学业不良的现状,对高中生生物学学业不良的成因了进行分析并提出高中生生物学学业不良的对策。
通过研究,本文得出如下结论:(1)高中生物学学业不良现象在各类型学校、各年级都有发生,学业不良率按照示范性高中、普通高中、职业高中的顺序递减;按照高一年级、高二年级、高三年级的顺序递增。(2)高中生物学学业不良与学生的基本情况中的客观情况无关,而与基本情况中的学业背景当中韵某些方面有关;其成因有个人因素、环境因素和学科因素三方面,个人因素包括学习情况、学习动机、学习策略和学习态度四个部分;环境因素包括生活环境、师生关系和生生关系三个部分;学科因素是由生物学科的地位决定的。
基于上述结论,本文提出以下对策:(1)改善生物学学习状况;(2)加强生物学学习动机;(3)改进生物学学习策略;(4)端正生物学学习态度;(5)创造良好的生活环境;(6)构建和谐的师生关系;(7)建立融洽的生生关系。
The aim of high school biology curriculum is to enhance students' biological science equipment. For this reason, it is crucial to strengthen biology instruction. However, nearly all schools exist biology under-achiever, seriously influencing upgrading the entire education quality. In order to promote overall development of the whole students, it is necessary to analyze the causes and students' mental health trouble which is brought about by biology underachievement and bring up homologous Countermeasures based the analysis. The research accords with the new curriculum's idea of facing the whole students. The research begins with the theory and explores the causes of high school biology underachievement practically. Moreover, the way based the exploration to solve the problem is advanced and the way is expected to produce fine further effect for high school biological education.
According to the bibliography, the theory study is made from the aspects of the concept of underachievement, the present situation of research in and abroad, the appreciation of underachievement, the cause of underachievement and the Countermeasures of underachievement. The bibliography research offers reference for the research of high school biology underachievement.
The questionnaire investigation is the main method. The investigation objects are 406 students from 6 high schools in Shanghai, including 3 exemplary high schools, 2 common high schools and 1 vocational high school. The circumstances of high school biology underachievement are investigated. The present situation of high school biology underachievement is known. The causes of high school biology underachievement is analyzed and the Countermeasures are brought up.
The conclusions of the investigation are: (1) The phenomenon of high school biology underachievement appears in various schools and grades. The rate of high school biology underachievement decreases from exemplary high schools, common high schools to vocational high school and increases from grade 1, grade 2 to grade 3. (2) High school biology underachievement has nothing to do with students' objective condition of basic condition and has something to do with some aspects of studies background. The causes of high school biology underachievement are personal factor, environment factor and subject factor. Study situation, study motive, study strategy and study attitude are involved in personal factor. Living environment, relationship between the teacher and the students, relationship between students are involved in environment factor. Subject factor is decided by the status of biology subject.
From the investigation above, following strategies are brought out: (1) improve biology study situation; (2) enhance biology study motive; (3) reform biology study strategy; (4) correct biology study attitude; (5) create fine living environment; (6) build up intimate relationship between the teacher and the students; (7) establish companionate relationship between students.
引文
[1]钟启泉.“学业不良”的界定及其因析模式述评.华东师范大学学报(教育科学版).1994.2:69-77
[2]Thelander H.et al.Learning disabilities associated with lesser brain damage.Journal of Pediatrics.1958.53:23-29
[3]Ariel A.education of children and adolescents with learning disabilities.Macmillan,1992
[4]周永垒.学习障碍界定的演变.中国行为医学科学.2005。14(6):564-565
[5]徐芬.学业不良儿童的教育与矫治.浙江教育出版社,1997
[6]钟启泉.差生心理与教育.上海教育出版社,2003
[7]苏思慧等.脑科学的发展与差生的再评价.桂林师范高等专科学校学报.2004.18(1):103-107
[8]木子.小学生学业不良的界定与成因分析.云南教育.2002.14:25-27
[9]刘伟芳等.学业不良学生学习效能感及其发展.教育研究与实验.2005.2:61-64
[10]沈烈敏.人类学习论.吉林人民出版社,2001
[11]谢斌.国外“学业不良”研究的几个历史阶段.教学与管理.1998.1、2:91-92
[12]孙昊.初中学业不良学生学习自我监控能力培养的研究.扬州大学硕士学位论文,2004
[13]曾守锤等.国内学业不良研究的回顾与反思.山东教育学院学报.2006.6:14-16
[14]丁江林.中学生学业不良问题之研究.华东师范大学硕士学位论文,2001
[15]谢国生.学业不良儿童基本学习能力培养的研究与训练.天津师范大学学报(基础教育版).2006.7(3):43-47
[16]周云虹.学业不良问题理论观照与实践透视.宁夏大学硕士学位论文,2005
[17]杨新等.中等职业学校学业不良群体归因分析.职教通讯.2006.8:38-40,50
[18]胡文琴等.非智力型学困生的成因及转化对策.宜春学院学报(社会科学).2004.26(5):118-120
[19]Bender W.N.Learning disabilities:best practices for professionals.Andover,1993:71-86
[20]谢传梅.初中学业不良学生成就目标定向、自我效能感与心理控制源的研 究.贵州师范大学硕士学位论文,2006
[21]杨文珍.影响初中学业不良学生转化的因素及其对策研究.西北示范大学教育硕士学位论文,2005
[22]Krik,S.A.Education Exceptional Children.Houghton Mifflin,1972
[23]陈日锋.中等职业学校数学学业不良学生的心理剖析和转化.南京师范大学教育硕士学位论文,2005
[24]王爱兰.学生学业不良的教育成因与对策分析.西北师大学报(社会科学版).2004.41(2):87-90
[25]刘丙元.影响高中学业不良学生成就心理因素的探索性研究.山东师范大学教育硕士学位论文,2002
[26]Kass C.E,et al.A human development view of learning disabilities:from theory to practice.Charles,1993:95-96
[27]欧阳林舟.“差生”--复杂现象中的简单话语.江西教育科研.2004.9
[28]尚丽娟.初中生学业自我妨碍的初步研究.华东师范大学硕士学位论文,2005
[29]段丹.职业高中数学学业不良学生及转化研究.西南大学教育硕士学位论文,2006
[30]张庆.中学生学业不良的非智力因素分析及对策研究.西南师范大学教育硕士学位论文,2002
[31]薄雪玲.高中物理学业不良学生成因探析及其对策研究.河北师范大学教育硕士学位论文,2005
[32]李玉环.大学生学业不良的心理归因与辅导对策探析.煤炭高等教育.2007.25(1):80-82
[33]熊炜.高中学生数学学习适应性状况的调查研究.华中师范大学教育硕士学位论文,2001
[34]李志英.小学生数学学业不良的归因与转化.南京师范大学教育硕士学位论文,2004
[35]Marjoribanks K.Families,schools and children's learning:A study of children'learning environments.Oxford:Elsevier Science Ltd.,1994.441
[2]Thelander H.et al.Learning disabilities associated with lesser brain damage.Journal of Pediatrics.1958.53:23-29
[3]Ariel A.education of children and adolescents with learning disabilities.Macmillan,1992
[4]周永垒.学习障碍界定的演变.中国行为医学科学.2005。14(6):564-565
[5]徐芬.学业不良儿童的教育与矫治.浙江教育出版社,1997
[6]钟启泉.差生心理与教育.上海教育出版社,2003
[7]苏思慧等.脑科学的发展与差生的再评价.桂林师范高等专科学校学报.2004.18(1):103-107
[8]木子.小学生学业不良的界定与成因分析.云南教育.2002.14:25-27
[9]刘伟芳等.学业不良学生学习效能感及其发展.教育研究与实验.2005.2:61-64
[10]沈烈敏.人类学习论.吉林人民出版社,2001
[11]谢斌.国外“学业不良”研究的几个历史阶段.教学与管理.1998.1、2:91-92
[12]孙昊.初中学业不良学生学习自我监控能力培养的研究.扬州大学硕士学位论文,2004
[13]曾守锤等.国内学业不良研究的回顾与反思.山东教育学院学报.2006.6:14-16
[14]丁江林.中学生学业不良问题之研究.华东师范大学硕士学位论文,2001
[15]谢国生.学业不良儿童基本学习能力培养的研究与训练.天津师范大学学报(基础教育版).2006.7(3):43-47
[16]周云虹.学业不良问题理论观照与实践透视.宁夏大学硕士学位论文,2005
[17]杨新等.中等职业学校学业不良群体归因分析.职教通讯.2006.8:38-40,50
[18]胡文琴等.非智力型学困生的成因及转化对策.宜春学院学报(社会科学).2004.26(5):118-120
[19]Bender W.N.Learning disabilities:best practices for professionals.Andover,1993:71-86
[20]谢传梅.初中学业不良学生成就目标定向、自我效能感与心理控制源的研 究.贵州师范大学硕士学位论文,2006
[21]杨文珍.影响初中学业不良学生转化的因素及其对策研究.西北示范大学教育硕士学位论文,2005
[22]Krik,S.A.Education Exceptional Children.Houghton Mifflin,1972
[23]陈日锋.中等职业学校数学学业不良学生的心理剖析和转化.南京师范大学教育硕士学位论文,2005
[24]王爱兰.学生学业不良的教育成因与对策分析.西北师大学报(社会科学版).2004.41(2):87-90
[25]刘丙元.影响高中学业不良学生成就心理因素的探索性研究.山东师范大学教育硕士学位论文,2002
[26]Kass C.E,et al.A human development view of learning disabilities:from theory to practice.Charles,1993:95-96
[27]欧阳林舟.“差生”--复杂现象中的简单话语.江西教育科研.2004.9
[28]尚丽娟.初中生学业自我妨碍的初步研究.华东师范大学硕士学位论文,2005
[29]段丹.职业高中数学学业不良学生及转化研究.西南大学教育硕士学位论文,2006
[30]张庆.中学生学业不良的非智力因素分析及对策研究.西南师范大学教育硕士学位论文,2002
[31]薄雪玲.高中物理学业不良学生成因探析及其对策研究.河北师范大学教育硕士学位论文,2005
[32]李玉环.大学生学业不良的心理归因与辅导对策探析.煤炭高等教育.2007.25(1):80-82
[33]熊炜.高中学生数学学习适应性状况的调查研究.华中师范大学教育硕士学位论文,2001
[34]李志英.小学生数学学业不良的归因与转化.南京师范大学教育硕士学位论文,2004
[35]Marjoribanks K.Families,schools and children's learning:A study of children'learning environments.Oxford:Elsevier Science Ltd.,1994.441