摘要
改革开放以来,随着高等教育的大众化,我国高等职业教育蓬勃迅速发展。随着高职院校队伍的日趋发展壮大,为缓解生源不足的矛盾,高职院校采取“宽进”的方式吸引学生入学,高职院校学习困难的学生成为高职教育中的普遍问题,尤其数学学习困难的学生问题尤为突出.面对如此众多的数困生,他们薄弱的数学知识严重影响了其专业课程、后继课程的学习和终身学习能力的培养,并形成了恶性循环,这将严重阻碍了高职院校的健康正常发展,严重影响了高职院校培养人才的质量。
面对高职学生数学学习困难较为严重这一现状,对高等数学进行有效的教学改革势在必行。只有正确认识高职学生数学学习困难,在充分了解高职数学教学中存在的问题、高职学生的数学学习特点及高职教育对数学的要求等基础上,改革才能有的放矢。这就向我们提出了从理论与实践的结合点来研宄这一课题。
本文主要采用问卷调查法和访谈法,对湖南两所高等职业院校的数学优秀学生和数学困难学生从学习适应性、学习兴趣、学习动机、数学学习成就体验、数学学习信心、学习方法与策略等六个方面的表现进行分析,本研宄认为数学学习适应不良、数困生数学认知水平偏低、数困生学习动力不足是形成数学学习困难的主要内因;教师的职业素养欠缺、学习评价体系不完善、不良校风等是形成数学学习困难的主要外因。本研宄认为只要老师的教学方法适当,可以成功预防和转化高职数困生,一方面,要立足于高职学生数学学习整体水平的提高,通过研宄构建学习动力的激发机制、学习环境的优化机制、学习评价体系的完善机制、良好的校风的建设机制等措施预防数学学习困难的发生;另一方面,基于高职数学学科的特点和高职数学学习困难学生的心理特点,结合教学实践制定了切实可行的转化对策。
关键词:高职院校数学学习困难学生:心理教育;援助机制;对策
ABSTRACT
Since the reform and opening-up policy was introduced, thehigher vocational education in China has seen rapid developmentwith the popularization of the higher education. With theincreasing number of Higher Vocational Colleges in China, thecolleges take "wide" approaches to attract students so as toease the problem of lack of students. Therefore, vocationalcollege students with learning difficulties have become acommon problem in higher vocational education, especially theirlearning difficulties in mathematics, which has seriouslyaffected their professional courses, their study of subsequentcourses and their development of life-long learning ability.
What' s more, it has formed a vicious circle and it willseriously hinder the normal andVocational Colleges and it willin these colleges.
With the present situation,healthy development of Higheraffect the quality of talentsit is imperative to carry onan effective reform for higher mathematics teaching. Only ifwe have a full understanding of the problems of the reform, themathematics learning features of the students in HigherVocational Colleges and the requirements for mathematics inhigher vocational education, can the reform have a definiteobject in view. Therefore, it is necessary that we study thistopic based on the combination of theory and practice.
This paper mainly adopts the methods of questionnairesurvey and interview, and carries on the analysis of thefollowing six aspects of outstanding and poor students inmathematics from two higher vocational colleges in Hunanprovince, such as their learning adaptability, learninginterest, learning motivation, mathematics learningachievement experience, confidence in mathematics learning,learning methods and strategies. This study suggests that theirlearning maladjustment in mathematics, their low cognitivelevel in mathematics and their lack of learning motivation arethe main internal causes for the students learning difficultiesin mathematics. The deficient occupation accomplishment forteachers, the imperfect learning evaluation system and the badschool ethos are the main external causes. It is believed inthis study that as long as the teacher's teaching methods areappropriate, it can successfully prevent and transform thosehigher vocational students having difficulties in learningmathematics. On the one hand, aimed at the overall improvementin mathematics learning, we can adopt some measures to preventstudents' learning difficulties in mathematics, such asconstructing the excitation mechanism of learning motivation,the optimization mechanism of learning environment, the perfectmechanism of learning evaluation system, and the constructionmechanism of good school ethos. On the other hand, based on thecourse characteristics of mathematics in higher vocationaleducation and the psychological characteristics of highervocational students having difficulties in learningmathematics, some feasible countermeasures have been made inthis study based on teaching practice.
Key words: Higher vocational students having difficulties inlearning mathematics; psychological education; aid system;countermeasures
目录
中文摘要
英文摘要
第一章引言
第一节问题提出与研究意义
第二节国内外研宄综述
一、关于数学学习困难的内涵研究
二、关于数学学习困难的成因研究
三、关于数学学习困难的转化研究
四、已有研究的述评
第三节基本概念界定
一、高职院校数学学习困难学生
二、心理教育
三、援助机制
第四节研宄思路与方法
一、研究思路
二、研究方法
第二章高职数学学习困难学生的学习心理表现和原因
第一节高职数学学习困难学生的学习心理表现
一、数困生大多难以适应目前的教学形式
二、数困生普遍对数学学习兴趣缺乏
三、数困生普遍数学学习动机缺乏
四、数困生普遍缺乏学习信心
五、数困生普遍很少获得成就体验
六、数困生普遍学习方法和策略缺乏
第二节高职数学学习困难学生的形成原因
一、数困生学习适应不良
二、数困生数学认知水平偏低
三、数困生学习动机不足
四、数困生学习策略缺乏
五、教师的职业素养欠缺
六、学习评价体系不完善
七、不良校风
第三章高职数学学习困难学生心理援助机制的构建
第一节构建数学观与数学学习观的培养机制
一、端正对数学学习价值的认识
二、提高学生学习的自我认识能力
第二节构建学习动力的激励机制
一、借助外部强化,维持外部动机
二、培养学习兴趣,促进外部动机转化
三、进行归因训练,促进外部动机转化
第三节构建教风学风的建设机制
一、倡导和谐办学宗旨、坚持学生发展为本
二、以教风促学风,加强教育管理
三、举办数学学科活动,营造数学学习氛围
第四节构建学习方法与学习策略机制
一、深入阅读,独立思考
二、超前预习,认真听课
三、及时复习,独立解题
第四章完善高职数学学习困难学生心理教育援助机制的对策29
第一节构建恰当而积极的数学期望,帮助树立学习信心
第二节构建良好的教学环境,强化成功的体验
一、以数困生为本,设计教学内容和教学程序
二、以数困生为本,控制教学节奏
三、以数困生为本,合作学习
四、给数困生开“绿灯”,帮助数困生体验成功
第三节构建学法指导和及时反馈的教学策略
一、指导学生学习方法
二、及时反馈教学情况
第四节构建“分步评价、分类评价”的评价体系
参考文献
