發(fā)布時(shí)間：2018-05-20 06:26

  本文選題：隨班就讀輕度智力障礙學(xué)生 + 數(shù)學(xué)學(xué)業(yè)水平��； 參考：《華東師范大學(xué)》2015年碩士論文

【摘要】：隨著特殊教育事業(yè)的發(fā)展,我國(guó)政府、研究人員等對(duì)隨班就讀工作的關(guān)注點(diǎn)正從提高特殊兒童的九年義務(wù)教育接受率上轉(zhuǎn)移到提高隨班就讀的教育質(zhì)量上。而能否提高教育質(zhì)量,必須首先滿足學(xué)生的教育需求,即需考慮課程內(nèi)容是否符合學(xué)生的能力水平。我國(guó)目前沒有針對(duì)隨班就讀學(xué)生的隨班就讀課程,且針對(duì)隨班就讀學(xué)生課程內(nèi)容的調(diào)整還多停留在理論層面,實(shí)踐方面較少,這影響到隨班就讀學(xué)生學(xué)業(yè)水平。為此,本研究選取上海市某區(qū)某小學(xué)兩名隨班就讀輕度智力障礙學(xué)生及其任課老師作為研究對(duì)象,在了解研究對(duì)象數(shù)學(xué)課程內(nèi)容調(diào)整現(xiàn)狀的基礎(chǔ)上,借助評(píng)估工具找出適合研究對(duì)象四年級(jí)上學(xué)習(xí)的數(shù)學(xué)課程內(nèi)容,參照國(guó)內(nèi)外研究成果,對(duì)兩名研究對(duì)象的數(shù)學(xué)課程內(nèi)容進(jìn)行調(diào)整,研究結(jié)果如下：1.個(gè)案對(duì)普校數(shù)學(xué)課程內(nèi)容的適應(yīng)情況欠佳,數(shù)學(xué)學(xué)業(yè)水平偏低且存在個(gè)體差異。小田數(shù)學(xué)學(xué)業(yè)水平基本呈現(xiàn)隨年級(jí)上升得分率下降的趨勢(shì),且各學(xué)期均未達(dá)標(biāo)；而小賀數(shù)學(xué)學(xué)業(yè)發(fā)展水平整體呈現(xiàn)隨著年級(jí)升高而上升的趨勢(shì),能掌握更多知識(shí)點(diǎn)。2.針對(duì)個(gè)案的數(shù)學(xué)課程內(nèi)容調(diào)整現(xiàn)狀不盡如人意。盡管教師提出了一些調(diào)整課程內(nèi)容的方法,包括降低學(xué)習(xí)要求、刪減課程內(nèi)容及調(diào)整習(xí)題和練習(xí)卷等,但并未真正落實(shí),僅停留在意識(shí)層面。3.針對(duì)個(gè)案的數(shù)學(xué)課程內(nèi)容調(diào)整包括課程內(nèi)容的確定、調(diào)整、實(shí)施及評(píng)估。研究借助評(píng)估工具確定了個(gè)案數(shù)學(xué)課程內(nèi)容既包括補(bǔ)救知識(shí)點(diǎn),也包括四(上)知識(shí)點(diǎn),小田和小賀分別有146個(gè)和136個(gè)知識(shí)點(diǎn)構(gòu)成他們的課程內(nèi)容。調(diào)整注重個(gè)別化,根據(jù)學(xué)生特點(diǎn)選用不同調(diào)整方式,包括增加基礎(chǔ)知識(shí)、細(xì)化或分解目標(biāo)、降低學(xué)業(yè)要求、刪除知識(shí)點(diǎn)等并在教學(xué)上提出建議。調(diào)整后的課程由由教師和研究者共同教學(xué),研究者借助自編習(xí)題實(shí)施補(bǔ)救教學(xué),練習(xí)題在題量和難度、知識(shí)點(diǎn)側(cè)重點(diǎn)、完成要求、講解內(nèi)容、節(jié)奏等方面不同；教師則主要負(fù)責(zé)四(上)內(nèi)容的教學(xué),同時(shí)研究者會(huì)予以一定的個(gè)別輔導(dǎo)。最后驗(yàn)證了此次調(diào)整的效果：在方案執(zhí)行上,研究者完全執(zhí)行了調(diào)整方案,但教師執(zhí)行情況較差,約一半以上知識(shí)點(diǎn)的調(diào)整方案沒有得到有效落實(shí)；在學(xué)業(yè)發(fā)展上,個(gè)案學(xué)業(yè)水平有了不同程度的提升,而四(上)學(xué)業(yè)水平均低于教師的教育預(yù)估水平；此外調(diào)整影響到了學(xué)生的課堂學(xué)習(xí),使學(xué)生的非學(xué)業(yè)行為逐漸減少,而學(xué)業(yè)行為逐步增多,主動(dòng)學(xué)習(xí)的意識(shí)也正在形成。4.形成調(diào)整隨班就讀學(xué)生數(shù)學(xué)課程內(nèi)容的調(diào)整方案。要實(shí)現(xiàn)對(duì)隨班就讀學(xué)生數(shù)學(xué)課程內(nèi)容的調(diào)整,需要包括以下幾步：評(píng)估學(xué)生的數(shù)學(xué)學(xué)業(yè)水平及了解當(dāng)前學(xué)生數(shù)學(xué)課程內(nèi)容調(diào)整的現(xiàn)狀、確定學(xué)生的數(shù)學(xué)課程內(nèi)容、調(diào)整學(xué)生的數(shù)學(xué)課程內(nèi)容、實(shí)施調(diào)整后的數(shù)學(xué)課程內(nèi)容及評(píng)估調(diào)整后數(shù)學(xué)課程內(nèi)容的實(shí)施效果。
[Abstract]:With the development of special education, the attention of our government and researchers is shifting from improving the acceptance rate of nine-year compulsory education for special children to improving the quality of education. Whether we can improve the quality of education, we must first meet the educational needs of students, that is to say, we must consider whether the content of the curriculum conforms to the ability level of the students. At present, there is no curriculum for the students in the class, and the adjustment of the content of the curriculum for the students in the class is still on the theoretical level, and the practice is less, which affects the academic level of the students in the class. Therefore, this study selects two students with mild mental retardation and their teachers in a primary school in a district of Shanghai as the research object, on the basis of understanding the current situation of mathematics curriculum content adjustment. With the help of evaluation tools, this paper finds out the mathematics curriculum content suitable for the fourth grade of the research object, and adjusts the mathematics curriculum content of the two subjects according to the domestic and foreign research results. The results are as follows: 1. The case is not well adapted to the general mathematics curriculum content, and the mathematics academic level is on the low side and there are individual differences. Xiaotian's mathematics academic level basically showed the downward trend of score rate rising with grade, and each semester did not reach the standard, while Xiaohe's mathematics academic development level as a whole showed the trend of rising with grade, and could master more knowledge points. 2. The adjustment of mathematics curriculum content for individual cases is not satisfactory. Although the teachers put forward some methods to adjust the curriculum contents, including lowering the learning requirements, deleting the curriculum contents and adjusting the exercises and exercise papers, they did not really implement them, and only stayed at the level of consciousness. Mathematics curriculum content adjustment for individual cases includes course content determination, adjustment, implementation and evaluation. With the aid of evaluation tools, the study has determined that the curriculum content of case mathematics includes both remedial and four (first) knowledge points. Oda and Xiaohe have 146 and 136 knowledge points respectively to form their curriculum content. The adjustment pays attention to individualization, and selects different adjustment methods according to the students' characteristics, including adding basic knowledge, refining or decomposing goals, lowering academic requirements, deleting knowledge points, and putting forward suggestions in teaching. The adjusted curriculum is taught by teachers and researchers together, and the researchers implement remedial teaching with the help of self-compiled exercises. The exercises are different in terms of quantity and difficulty, emphasis on knowledge points, completion requirements, explanation contents, rhythm and so on. Teachers are mainly responsible for the teaching of the four (part 1) content, and the researcher will give some individual tutoring. Finally, the effect of the adjustment is verified: in the implementation of the scheme, the researcher has carried out the adjustment scheme completely, but the teacher's performance is poor, about half of the knowledge points' adjustment program has not been effectively implemented; in the aspect of academic development, The case study level has been improved to some extent, and the fourth (first) academic level is lower than the teacher's education estimate level. In addition, the adjustment has affected the students' classroom learning and made the students' non-academic behavior gradually decrease. And the academic behavior increases gradually, the consciousness of active learning is also forming. 4. 4. Form the adjustment program of the mathematics course content of the students studying in the class. In order to realize the adjustment of mathematics curriculum content, the following steps should be included: to assess the students' mathematics academic level, to understand the current situation of the adjustment of students' mathematics curriculum content, and to determine the students' mathematics curriculum content. Adjust the students' mathematics curriculum content, implement the adjusted mathematics curriculum content and evaluate the effect of the adjusted mathematics curriculum content.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G764;G623.5

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