吉林师范大学硕士学位论文
Abstract
High school education is an important stage in the formation of students' Outlook on life, world outlook, values and the development of creative ability and practical ability. But in the process of school education, even the better student structure of the four star high school will be a variety of reasons, students with learning difficulties\the new curriculum reform in high school geography, the subject of geography due to the special nature of the subject and the current status of the subject, no shortage of in the high school geography classroom learning difficult students, namely \with learning difficulties are the special people in the middle school, the core idea of the new curriculum \in order to the development of each student\guide, it should be on the students to learn to transform, in order to achieve the requirements of the curriculum concept.
This paper organizes high school geography in trapped the concept, characteristics, types and the general diagnosis and correction method based on, combined with Dongfeng II five class geography trapped students of the survey and students with learning difficulties caused by the storm, factor analysis, this the transformation principle and transformation strategy of high school geography difficulties, hope to the high school geography trapped transfer students and provide the reference. This paper is divided into six parts, the first part mainly expounds the research background of the students, and put forward the Ancient Chinese Literature Search difficulties impact on education, and points out the significance of this study; the second part of the main domestic and foreign students discussed the present situation; the third part defines the concept of the students with learning difficulties, and points out that the basis of this study; the fourth part students trapped from various angles of Dongfeng 2 geography, and analyzed according to the results of the investigation; the fifth part from the two aspects of individual and school students with learning difficulties in the analysis; sixth part as the basis of above research based on proposed study the principle and strategy of transforming underachievers.
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吉林师范大学硕士学位论文
Key words: Geography in senior high school, students with learning difficulties, pstrategy of transformation
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吉林师范大学硕士学位论文
目 录
摘 要 ................................................................ I Abstract ............................................................... II 目 录 ............................................................... IV 一、研究背景及意义 ...................................................... 1
（一）研究背景 ........................................................ 1 （二）研究意义 ........................................................ 1 二、国内外研究现状 ...................................................... 3
（一）国外研究现状 .................................................... 3 （二）国内研究现状 .................................................... 3 三、高中地理学困生概述 .................................................. 6
（一）概念界定 ........................................................ 6 （二）高中地理学困生的特点与类型 ...................................... 6 （三）高中地理学困生的诊断 ............................................ 8 四、高中地理学困生的现状调查 ............................................ 9
（一）调查对象 ........................................................ 9 （二）调查方法 ........................................................ 9 （三）结果分析 ........................................................ 9 五、高中地理学困生的成因分析 ........................................... 15
（一）个体因素分析 ................................................... 15
1． 地理基础差 .................................................... 15 2． 地理思维的智力品质差 .......................................... 15 3． 缺乏正确的学习方法和习惯 ...................................... 16 4． 个体的非智力因素 .............................................. 16 （二）学校教育因素分析 ............................................... 17
1． 教师因素 ...................................................... 17 2． 学校因素 ...................................................... 18
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吉林师范大学硕士学位论文
（三）家庭因素分析 ................................................... 19 六、高中地理学困生转化策略探讨 ......................................... 21
（一）高中地理学困生转化原则 ......................................... 21 （二）高中地理学困生的转化策略 ....................................... 22
1． 培养学困生的学习兴趣，增强学习动力 ............................ 22 2． 努力提高学困生的地理基础 ...................................... 22 3． 让学困生学会良好的学习方法和学习习惯 .......................... 23 4． 关注学困生的地理思考，发展学困生的思维能力 .................... 23 5． 改善影响学困生地理学习的非智力因素 ............................ 24 6． 教师要根据学困生的实际情况，实施分层教学 ...................... 24 7． 学校要重视转化工作，加强家校密切沟通合作 ...................... 25 8． 家长要改变自己的教育方式，促进学困生的转化 .................... 25
结 论 ............................................................... 26 参考文献 ............................................................... 27 附 录 ............................................................... 30 攻读硕士学位期间发表的主要科研成果 ..................................... 34 后 记 ............................................................... 36
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