蒙、漢族中小學(xué)生學(xué)習(xí)態(tài)度發(fā)展特征研究
發(fā)布時間：2018-11-18 17:19
【摘要】：當(dāng)今社會,中小學(xué)生的厭學(xué)情緒嚴(yán)重,學(xué)習(xí)態(tài)度不良的現(xiàn)象比比皆是。學(xué)習(xí)態(tài)度在一定程度上影響著學(xué)生的學(xué)習(xí)成績,也影響著學(xué)生的學(xué)習(xí)行為。培養(yǎng)學(xué)生良好的學(xué)習(xí)態(tài)度和學(xué)習(xí)習(xí)慣是比提高學(xué)生學(xué)習(xí)成績更重要的教學(xué)任務(wù)。因此,我們有必要在了解中小學(xué)生學(xué)習(xí)態(tài)度特征的基礎(chǔ)上,為培養(yǎng)學(xué)生良好的學(xué)習(xí)態(tài)度提出有效的教育建議。 本地區(qū)具有獨特的人口學(xué)特征,因此本研究的目的是通過對不同年級的蒙漢族中小學(xué)生的調(diào)查,考察中小學(xué)生學(xué)習(xí)態(tài)度的現(xiàn)狀,分析蒙漢族中小學(xué)生學(xué)習(xí)態(tài)度的特征。本調(diào)查研究包括蒙漢族小學(xué)三、四、五年級以及初中一、二、三年級的學(xué)生,結(jié)論如下： 1.內(nèi)蒙古地區(qū)蒙漢族中小學(xué)生學(xué)習(xí)態(tài)度雖然積極,但積極性不高,較20年前的積極性更差。 2.小學(xué)生學(xué)習(xí)態(tài)度較好,初中生學(xué)習(xí)態(tài)度較差,在初一年級時變化劇烈,五年級態(tài)度最好,整體呈倒V字狀態(tài)。但整體學(xué)習(xí)態(tài)度較差。在認(rèn)知水平上,五年級比三、四年級高,比初中高得多,說明小學(xué)生比初中生對學(xué)習(xí)目的及意義的認(rèn)識更清晰、明確,但中小學(xué)生學(xué)習(xí)計劃性都非常差。在情感體驗上,初中學(xué)生比小學(xué)生體驗到更多的負(fù)性情緒；五年級的學(xué)生相對其他年級更愿意對知識尋根問底。在行為傾向上,五年級學(xué)生學(xué)習(xí)最主動,初三年級學(xué)生學(xué)習(xí)最被動；中小學(xué)生學(xué)習(xí)的功利性較強,對于知識本身的興趣不夠濃厚,初中生較小學(xué)生對成績的認(rèn)識更加偏執(zhí)；初中生的作弊行為多于小學(xué)生,初中生復(fù)習(xí)考試的時間比小學(xué)生復(fù)習(xí)考試的時間短；中小學(xué)生普遍對學(xué)習(xí)的意志力不強,不能夠?qū)Ｐ膶W(xué)習(xí),小學(xué)生比初中生抗干擾能力稍強;小學(xué)生在學(xué)習(xí)方法這一因子上與初中生相比表現(xiàn)出明顯的優(yōu)勢。 3.內(nèi)蒙古地區(qū)中小學(xué)生女生的學(xué)習(xí)態(tài)度比男生好�，F(xiàn)在中小學(xué)男女生的差異比20年前大。如今無論是男生還是女生,學(xué)習(xí)態(tài)度都比20年前明顯差。但求知欲表現(xiàn)方面,二者沒有顯著差異,男女生都不太愿意探索知識。 4.蒙、漢族中小學(xué)生都傾向于不愛學(xué)習(xí),學(xué)習(xí)行為普遍不佳。蒙漢族學(xué)生在情感體驗、認(rèn)識水平方面差異明顯,行為傾向方面差異不顯著。蒙族學(xué)生有更明確的學(xué)習(xí)目的,理解學(xué)習(xí)的意義,愿意探求知識,更關(guān)注學(xué)習(xí)過程而非成績和排名,能夠體驗到學(xué)習(xí)的樂趣,但學(xué)習(xí)的主動性差。漢族學(xué)生學(xué)習(xí)主動性較好,但體驗到更多的負(fù)性情緒,對考試成績、學(xué)習(xí)目的等的認(rèn)識更片面,功利性較強。 本研究從年級、性別、民族方面分別分析了當(dāng)前中小學(xué)生學(xué)習(xí)態(tài)度出現(xiàn)問題的原因,并根據(jù)研究結(jié)果為教育提出幾條建議,以端正學(xué)生學(xué)習(xí)態(tài)度。
[Abstract]:Nowadays, primary and middle school students' learning-weariness is serious, and the phenomenon of bad learning attitude is everywhere. To some extent, learning attitude affects students' achievement and learning behavior. Cultivating students' good learning attitude and habit is a more important teaching task than improving students' academic achievement. Therefore, on the basis of understanding the characteristics of students' learning attitude, it is necessary to put forward effective educational suggestions for cultivating students' good learning attitude. Therefore, the purpose of this study is to investigate the present situation of learning attitude of primary and middle school students in different grades, and to analyze the characteristics of learning attitude of Mongolian and Han school students. This investigation includes the students of grade 3, 4, 5 and grade 1, 2 and 3 of Mongolian and Han primary schools. The conclusions are as follows: 1. Although Mongolian and Han students in Inner Mongolia have a positive attitude towards learning, their enthusiasm is not high, which is worse than that of 20 years ago. 2. Pupils' learning attitude is better, the junior high school students' learning attitude is worse, in the first grade the change is sharp, the fifth grade's attitude is the best, the whole is inverted V character state. But overall learning attitude is poor. In the cognitive level, the fifth grade is higher than the third grade and the fourth grade, which is much higher than the junior middle school students, which shows that the primary school students have a clearer understanding of the learning purpose and significance than the junior high school students, but the learning plan of the primary and middle school students are all very poor. In emotional experience, junior middle school students experience more negative emotions than primary school students; fifth grade students are more willing to seek the root of knowledge than other grades. In the behavior tendency, the fifth grade students are the most active students, the third grade students are the most passive students; the primary and middle school students have strong utilitarian learning, the interest for knowledge itself is not strong enough, the junior high school students are more paranoid than the elementary school students about the achievement. The cheating behavior of junior high school students is more than that of primary school students, and the time of junior high school students reviewing examinations is shorter than that of primary school students. Primary and middle school students generally have a weak willpower to study and can not concentrate on learning. Pupils have stronger anti-interference ability than junior high school students. Pupils have obvious advantages in learning method compared with junior high school students. 3. In Inner Mongolia, the learning attitude of primary and middle school students is better than that of boys. The difference between boys and girls in primary and secondary schools is greater now than it was 20 years ago. Today, both boys and girls, learning attitude is significantly worse than 20 years ago. However, there is no significant difference in the performance of the desire for knowledge, male and female students are reluctant to explore knowledge. 4. Mongolian, Han primary and middle school students tend not to love learning, learning behavior is generally poor. Mongolian and Han students have significant differences in emotional experience and cognitive level, but have no significant difference in behavior tendency. Mongolian students have more definite learning purpose, understand the meaning of learning, are willing to seek knowledge, pay more attention to the learning process rather than achievement and ranking, can experience the fun of learning, but the initiative of learning is poor. The students of Han nationality are more active in learning, but they experience more negative emotions, and have a more one-sided understanding of test scores and learning goals, and are more utilitarian. This study analyzes the causes of the problems in the learning attitude of primary and middle school students from the aspects of grade, sex and nationality, and puts forward some suggestions for education according to the results of the study, in order to correct the students' learning attitude.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G442
本文編號：2340641
[Abstract]:Nowadays, primary and middle school students' learning-weariness is serious, and the phenomenon of bad learning attitude is everywhere. To some extent, learning attitude affects students' achievement and learning behavior. Cultivating students' good learning attitude and habit is a more important teaching task than improving students' academic achievement. Therefore, on the basis of understanding the characteristics of students' learning attitude, it is necessary to put forward effective educational suggestions for cultivating students' good learning attitude. Therefore, the purpose of this study is to investigate the present situation of learning attitude of primary and middle school students in different grades, and to analyze the characteristics of learning attitude of Mongolian and Han school students. This investigation includes the students of grade 3, 4, 5 and grade 1, 2 and 3 of Mongolian and Han primary schools. The conclusions are as follows: 1. Although Mongolian and Han students in Inner Mongolia have a positive attitude towards learning, their enthusiasm is not high, which is worse than that of 20 years ago. 2. Pupils' learning attitude is better, the junior high school students' learning attitude is worse, in the first grade the change is sharp, the fifth grade's attitude is the best, the whole is inverted V character state. But overall learning attitude is poor. In the cognitive level, the fifth grade is higher than the third grade and the fourth grade, which is much higher than the junior middle school students, which shows that the primary school students have a clearer understanding of the learning purpose and significance than the junior high school students, but the learning plan of the primary and middle school students are all very poor. In emotional experience, junior middle school students experience more negative emotions than primary school students; fifth grade students are more willing to seek the root of knowledge than other grades. In the behavior tendency, the fifth grade students are the most active students, the third grade students are the most passive students; the primary and middle school students have strong utilitarian learning, the interest for knowledge itself is not strong enough, the junior high school students are more paranoid than the elementary school students about the achievement. The cheating behavior of junior high school students is more than that of primary school students, and the time of junior high school students reviewing examinations is shorter than that of primary school students. Primary and middle school students generally have a weak willpower to study and can not concentrate on learning. Pupils have stronger anti-interference ability than junior high school students. Pupils have obvious advantages in learning method compared with junior high school students. 3. In Inner Mongolia, the learning attitude of primary and middle school students is better than that of boys. The difference between boys and girls in primary and secondary schools is greater now than it was 20 years ago. Today, both boys and girls, learning attitude is significantly worse than 20 years ago. However, there is no significant difference in the performance of the desire for knowledge, male and female students are reluctant to explore knowledge. 4. Mongolian, Han primary and middle school students tend not to love learning, learning behavior is generally poor. Mongolian and Han students have significant differences in emotional experience and cognitive level, but have no significant difference in behavior tendency. Mongolian students have more definite learning purpose, understand the meaning of learning, are willing to seek knowledge, pay more attention to the learning process rather than achievement and ranking, can experience the fun of learning, but the initiative of learning is poor. The students of Han nationality are more active in learning, but they experience more negative emotions, and have a more one-sided understanding of test scores and learning goals, and are more utilitarian. This study analyzes the causes of the problems in the learning attitude of primary and middle school students from the aspects of grade, sex and nationality, and puts forward some suggestions for education according to the results of the study, in order to correct the students' learning attitude.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G442
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相關(guān)期刊論文 前3條
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