近年来,随着社会对高职专科教育的关注度不断上升,如何提高高职专科的教育质量逐步成为人们讨论的热点话题。学生在课堂上表现出的各种行为影响着教师在课堂上的教学质量,本文以高职专科生数学课堂上的行为作为研究对象,利用调查法和观...近年来,随着社会对高职专科教育的关注度不断上升,如何提高高职专科的教育质量逐步成为人们讨论的热点话题。学生在课堂上表现出的各种行为影响着教师在课堂上的教学质量,本文以高职专科生数学课堂上的行为作为研究对象,利用调查法和观察法等研究方法,列举高职专科生在数学课堂上出现的问题行为,通过查阅相关文献,分析导致这些问题行为出现可归纳为六点原因,内因包括气质类型、自我认知、学习态度,外因包括家庭、学校、社会,最后根据原因总结得出这些问题行为的矫正方法。In recent years, with the increasing attention of society to vocational education, how to improve the quality of vocational education has gradually become a hot topic of discussion. The various behaviors exhibited by students in the classroom affect the teaching quality of teachers in the classroom. This article takes the behavior of vocational college students in mathematics classrooms as the research object, and uses research methods such as survey and observation to illustrate the problem behaviors that vocational college students have in mathematics classrooms. By consulting relevant literature and analyzing the reasons that lead to these problem behaviors, they can be summarized into six reasons: internal factors include temperament type, self-awareness, and learning attitude, and external factors include family, school, and society. Finally, based on the reasons, the square measures of these problem behaviors are summarized.展开更多
文摘近年来,随着社会对高职专科教育的关注度不断上升,如何提高高职专科的教育质量逐步成为人们讨论的热点话题。学生在课堂上表现出的各种行为影响着教师在课堂上的教学质量,本文以高职专科生数学课堂上的行为作为研究对象,利用调查法和观察法等研究方法,列举高职专科生在数学课堂上出现的问题行为,通过查阅相关文献,分析导致这些问题行为出现可归纳为六点原因,内因包括气质类型、自我认知、学习态度,外因包括家庭、学校、社会,最后根据原因总结得出这些问题行为的矫正方法。In recent years, with the increasing attention of society to vocational education, how to improve the quality of vocational education has gradually become a hot topic of discussion. The various behaviors exhibited by students in the classroom affect the teaching quality of teachers in the classroom. This article takes the behavior of vocational college students in mathematics classrooms as the research object, and uses research methods such as survey and observation to illustrate the problem behaviors that vocational college students have in mathematics classrooms. By consulting relevant literature and analyzing the reasons that lead to these problem behaviors, they can be summarized into six reasons: internal factors include temperament type, self-awareness, and learning attitude, and external factors include family, school, and society. Finally, based on the reasons, the square measures of these problem behaviors are summarized.
