我国基础教育阶段学困生的成因分析与转化策略探究

A Research on the Causal Factors and Transformation Strategies of “Students with Learning Difficulties”

"学困生"是困扰学校教育的一大难题.学生在学习过程中遭遇挫折后的惰性和逃避是"学困生"形成的内部原因,家庭、学校、教师和同学以及社会大环境等是"学困生"形成的外部原因.论文基于建构主义理论,提出了"学困生"应对困难局面的学习模式,第一步是向自己提出问题,第二步是对新知识进行多层次的深刻理解,第三步是螺旋式地反复训练,第四步是尝试创造认知体系中的关联性.针对"学困生"的具体转化策略有,在教学环节增加非智力因素拓展项目,对"学困生"重新编班开展分层次教学,明确教师定位并丰富课堂教学形式;重视"学困生"认知结构的可视化与可检测性,提供解决认知冲突应对策略的讲座和训练课.

＂Students with learning difficulties＂ is a big problem in school education. Inertia and escaping af- ter setback in the learning process are the internal formational reason of ＂students with learning difficulties＂ ; fami- ly, school, teachers and companions as well as the social environment are the external formational reasons of ＂students with learning difficulties＂. The paper uses the theory of constructivism to put forward the learning mode to deal with the learning difficulties. The first step is self-examining; the second step is to go deep into new knowl- edge; the third step is to have spiral and repetitive training; the fourth step is to try to create the relevance in the cognitive system. Strategies of transforming ＂students with learning difficulties＂ are as follow ： developing non-intel- ligence factors in the teaching link; dividing classes according to the students＇ ability; teachers＇ clear orientation and enriching teaching forms; emphasizing the visualization and detectablity of cognitive structure; offering strategies to resolve cognitive conflict.