本文選題：師生關(guān)系 + 后進生轉(zhuǎn)化��； 參考：《遼寧師范大學》2015年碩士論文

【摘要】：后進生轉(zhuǎn)化問題是教育界一直致力于解決的問題,教學的質(zhì)量在科技進步的今天有著重大的變革,從單純的知識傳授到現(xiàn)在的解放人性,全面提高人的素質(zhì)和內(nèi)涵,教育真正地發(fā)揮著十年樹木,百年樹人的作用。人們發(fā)現(xiàn)單純從教學方法方面研究如何轉(zhuǎn)化后進生已經(jīng)不能滿足這一課題的要求。隨著對師生關(guān)系研究的發(fā)展,后進生轉(zhuǎn)化問題追本溯源地就將研究重心關(guān)注在師生關(guān)系上,一個在教學活動過程中最主要、最基礎(chǔ)的交互性人際關(guān)系。從后進生的焦躁心理、后進生的課堂心境和教學環(huán)境氛圍的角度來看,師生關(guān)系是作用于它們的最直接因素。師生關(guān)系的特點在于它的交互性,師生互為教學活動的主客體,相互作用,從不同角度扮演著教學活動的主角。教師是教學活動的知識領(lǐng)航者、心靈慰藉者和活動組織者;學生則是教學活動的主要培育對象、自我提高者和自我調(diào)控者。在“以人為本,素質(zhì)教育”的大環(huán)境下,在幫助后進生轉(zhuǎn)化這一研究的要求下,解放人性、關(guān)注心理、和諧發(fā)展成為本論文的依托和研究的主要方面。本文通過引用國外師生關(guān)系的管理模式---和諧溝通,結(jié)合中國課堂的實踐,發(fā)現(xiàn)師生關(guān)系不僅僅能使教學環(huán)境更加和諧,使學生享受其中,也能作用于后進生的心理,更進一步地幫助后進生樹立正確的人生觀、世界觀,從根本上幫助后進生的學業(yè)等方面的進步。本文通過實證研究證明了后進生的轉(zhuǎn)化并不能拘泥于課堂內(nèi)容的精彩,教師的授課方法要結(jié)合后進生的學習方法,師生關(guān)系的和諧溝通促進了后進生的成長,驗證了師生關(guān)系、管理方式、后進生心理、后進生成績提高的相互制約、互相促進的關(guān)系,并升華了“以人為本,素質(zhì)教育”對我國現(xiàn)階段教育發(fā)展的指導精神。
[Abstract]:The problem of the transformation of backward students is a problem that the educational circles have been working to solve all the time. The quality of teaching has changed greatly in today's scientific and technological progress. From pure knowledge teaching to the liberation of human nature now, the quality and connotation of human beings can be improved in an all-round way. Education really plays the role of ten years of trees and a hundred years of planting people. It is found that the study of how to transform the backward students from the teaching method alone can not meet the requirements of this subject. With the development of the research on teacher-student relationship, the transformation of backward students is focused on the teacher-student relationship, which is the most important and basic interactive interpersonal relationship in the process of teaching activities. From the point of view of the anxious psychology of the backward students, the classroom mood of the underachievers and the atmosphere of the teaching environment, the teacher-student relationship is the most direct factor acting on them. The characteristic of teacher-student relationship lies in its interactivity. Teachers and students act as the protagonists of teaching activities from different angles as the subject and object of teaching activities. Teachers are knowledge navigators, spiritual comforters and organizers of teaching activities, while students are the main cultivating objects, self-promoters and self-regulators of teaching activities. Under the environment of "people-oriented and quality-oriented education" and under the demand of helping the underachievers transform, liberating human nature, paying attention to psychology and developing harmoniously have become the main aspects of this thesis. By citing the management mode of teacher-student relationship abroad-harmonious communication, combined with Chinese classroom practice, this paper finds that teacher-student relationship can not only make the teaching environment more harmonious and make students enjoy it, but also play a role in the psychology of backward students. Further help the underachievers to establish a correct outlook on life, worldview, and fundamentally help the progress of the underachievers. This paper proves that the transformation of underachievers can not be confined to the wonderful contents of the classroom. The teaching methods of teachers should be combined with the learning methods of the underachievers. The harmonious communication between teachers and students promotes the growth of the underachievers and verifies the teacher-student relationship. The mode of management, the psychology of the backward students and the mutual restriction and promotion of the improvement of the achievement of the backward students have sublimated the guiding spirit of "people-oriented and quality-oriented education" to the development of education at the present stage of our country.
【學位授予單位】：遼寧師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G635.1

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相關(guān)期刊論文 前1條

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本文編號：1998201