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浅谈转换初中物理教学中学困生的策略

作者:刘瑶  人气: 702 次  时间:2018年06月25日  星级:

内蒙古呼伦贝尔扎兰屯市成吉思汗镇中学 刘瑶

学困生是指智力正常,没有感官障碍,但学习成绩明显低于同类学生,不能达到预期学习目标的学生。学困生不仅学习成绩差,往往行为习惯差,自由散漫,懒惰贪玩。对学习不感兴趣,上课注意力不集中,不接受批评教育,不采纳友好建议,顶撞老师,反对家长。物理学科由于概念多、公式多、实验多、计算多,因而学困生的存在相对普遍一些,研究学困生,促进学困生全面发展,做好学困生的转化工作,具有重大的现实意义。

一、学困生的形成原因

学困生的成因极其复杂,从教育教学角度看,有内部因素和外部因素,往往与社会、学校、家庭、个人等因素有关。

1.社会的因素

社会环境对学生的影响有积极的一面,同时也有消极的一面。特别是互联网的使用,一方面有助于学生形成全球意识,在一定程度上能满足学生进行探究性学习的需要,另一方面也对学生产生不良影响,容易受不良文化的弱化,容易沉迷于游戏、快餐文化中,从而厌学,继而弃学,最终成为学困生。

2.家庭因素

父母是孩子的第一任教师,家庭环境对子女的影响深远,家庭环境不好是形成学困生的重要因素,主要表现在以下几个方面:独子难教。现在家庭的独生子女比较多,家长一方面望子成龙,另一方面又过分溺爱,给学生造成复杂而矛盾的心理,形成自私、蛮横的不良习惯,没有吃苦耐劳、刻苦学习的精神;隔代教育。父母离异或外出打工,子女由爷爷奶奶或外公外婆管理,长期缺父爱少母爱,只在物质上关心,不在学习上关心,学习日趋困难;教育不当。教育观念陈旧,教育方法简单,致使孩子学习困难;转移责任。认为教育学生是老师的事,不与教师配合,甚至放任自流,助长学生的不良行为,学生的问题越积越多,学习成绩不断下降,最后成为学困生。

3.学生因素

学生自身是形成学困生的主要原因,主要有以下几个方面:一是学习习惯不良。自控能力差,不专心听讲,心不在焉,甚至违反纪律,作业不按时完成;二是学习态度不端正。对学习无所谓,学与不学一个样,解题马虎、书写潦草,为应付老师检查而抄作业等;三是学习方法不当。课前不预习,课后不复习,课堂上不做笔记,不动手做实验,概念、规律和公式死记硬背;四是自卑心理严重。屡考屡败,在班级处于底层,体验不到成功的喜悦,对学好物理缺乏自信心。

4.教师因素

学困生的形成,教师也有一定影响,一般有以下几种情况:一是学情研究不够,拔高了教学要求,使部分学生难于理解和接受;二是教材把握不准,使知识的出现程序混乱;三是教学方法单一,课堂缺乏活力;四是教育理念落后,要么满堂灌,要么满堂练,不能调动学生的积极性;五是情绪急躁。一发现问题就着急,发脾气,增加学生的心理负担。

5.学科因素

初中物理是一门知识面广,内容丰富的学科,概念多、公式多、实验多、计算多,与生活实际联系密切,学习兴趣的保持难度大,刚学物理的时候学生还是很有兴趣的,但随着学习内容的增多,一些概念越来越抽象,特别是进入物理计算后,就感到物理难学,从而产生畏难情绪。

二、学困生的转化策略

要转化学困生,教师就要不断适应新形势,更新教育理念,在教学中坚持以人为本,了解学情,钻研教材,研究教法,在日常教学中,要做好以下几点。

1.帮助学困生树立自信心

自信能战胜困难,在教学过程中要善于挖掘学困生的闪光点,多为学困生提供展示的机会,让学困生体验成功的喜悦,尊重学困生的人格,激发学困生的学习兴趣,从而使学困生树立信心,形成良好的心理品质。

2.建构和谐的师生关系

良好的师生关系,是教学成功的保证,和谐的师生关系,有利于拉近教师与学困生之间的距离,进行心灵沟通,对学困生要耐心,要细致体贴、循循善诱,让学困生尊敬老师,以满腔的热情投入学习中。

3.培养良好的学习习惯

好习惯成就好人生,在教学过程中,要为学困生树立榜样,为他们创造良好的学习氛围,好的表现要及时表扬,甚至放大,给予正能量,不良表现要及时否定,减少出现的机会。引导学困生进行自我分析、自我评价,增强自觉性和自律性,促进良好学习习惯的形成。

4.注重学困生学习方法的指导

成事必须讲究方式方法,学习也不例外,在教学过程中要注意调动学困生的学习积极性,用发展的眼光看待学困生,对学困生要有信心和耐心,为他们创造更多条件,让他们参与更多的实践。课前课后多指导、课内课外多点拨,让学困生学会自主学习、主动学习,联系生活实际,不死记公式,灵活记忆物理概念。

5.用真情感化学困生

耐心细致地做学困生的思想工作,帮助他们确立远大的理想,形成科学的世界观,导入新课时,选择时机,找准知识的生长点,充分利用教具、课件及实验降低知识的抽象程度,适当放低起点,放缓节奏,为学困生提供较多的思考时间。关心学困生在学习、生活中的小事,创设和谐、积极的情感氛围,增进师生间的情感与友谊,使学生“亲其师,信其道”。

根据学困生的形成原因,把准学困生的脉,采取正确的方法、有效的措施,最大限度地缩短差距,有效地调动学困生学习的自觉性、积极性和主动性,增强自信心,让每个学困生在求知空间里和谐、健康、全面发展。

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