3282.浅谈边疆少数民族地区初中生厌学物理的原因及对策.doc

XXX学院成人高等教育毕 业 设 计（论文）浅谈边疆少数民族地区初中生厌学物理的原因及对策学习形式：业余□ 函授√ 夜大□ 脱产□教育层次：高起本□ 专升本√ 高起专□教 学 点： XXX学院 年 级： 2008级 专 业： 物理学 学 号： XXX 学生姓名： XXX 2010Annual Graduation Thesis (Project) of the College Undergraduate Reasons and strategies on physics learning weariness of junior middle school students in frontier minority areasDepartment: Physics Department, School of ScienceMajor: PhysicsGrade: 2008Student’s Name: Student No.: Tutor: Professor Finished by June, 2010毕业论文（设计）原创性声明本人所呈交的毕业论文（设计）是我在导师的指导下进行的研究工作及取得的研究成果。

据我所知，除文中已经注明引用的内容外，本论文（设计）不包含其他个人已经发表或撰写过的研究成果对本论文（设计）的研究做出重要贡献的个人和集体，均已在文中作了明确说明并表示谢意 作者签名： 日期： 毕业论文（设计）授权使用说明本论文（设计）作者完全了解XXX学院有关保留、使用毕业论文（设计）的规定，学校有权保留论文（设计）并向相关部门送交论文（设计）的电子版和纸质版有权将论文（设计）用于非赢利目的的少量复制并允许论文（设计）进入学校图书馆被查阅学校可以公布论文（设计）的全部或部分内容保密的论文（设计）在解密后适用本规定   作者签名： 指导教师签名：日期： 日期： 昂 锋 毕业论文（设计）答辩委员会(答辩小组)成员名单姓名职称单位备注XXXX副教授XXX学院理学院主席（组长）XXXX教授XXX学院理学院XXXX讲师XXX学院理学院XXXX讲师XXX学院理学院 XXX学院本科毕业论文 (设计)摘要厌学是教学中普遍存在的学生的一种不良现象。

针对这几年出现的边疆少数民族地区初中生厌学物理的现象，本文从学生自身、社会、学校、家庭等方面对边疆少数民族地区学生出现的厌学物理的原因进行分析，并提出一些解决的方法和对策关键词:边疆少数民族地区；初中生；厌学物理；原因；对策ABSTRACTLlearning weariness is a kind of phenomenon that commonly exists in teaching activities. According to the years of frontier minority areas of junior middle school students learning physical phenomenon, the paper from the students themselves, society, schools families and other factors to analyze why students don’t like learning phsics and to give some resolutions and measurements to solve the problem.Keywords: The frontier minority areas；junior high school   student ；reason；countermeasures 目录1序论···························································12边疆少数民族地区初中生厌学物理的表现及危害·····················22.1边疆少数民族地区初中生厌学物理的表现·····················22.1.1上物理课时经常迟到，旷课····························22.1.2 对物理的学习没有兴趣·······························22.1.3 消极应付物理的学习·································22.1.4 害怕，甚至逃避上物理课·····························22.2边疆少数民族地区初中生厌学物理的危害···················· 22.2.1 学生厌学物理可影响学校的教学秩序···················22.2.2 学生厌学物理导致学生辍学···························32.2.3 学生厌学物理影响社会的安定·························32.2.4 厌学物理导致其它学科学习成绩下降···················32.2.5 厌学物理影响边疆人们科学素质的发展·················33边疆少数民族地区初中生厌学物理的原因···························43.1学生自身的原因···········································43.1.1 学生的心理因素·····································43.1.2 学生的生理因素·····································43.1.3 学生的基础差·······································43.1.4 学生的意志力薄弱···································53.1.5 学生没有明确地目标，生活没有规律···················53.1.6 学生没有养成良好的学习物理的习惯···················53.1.7 学生的认知特点和知识水平···························63.2 社会的原因··············································63.2.1 社会上一些不良的现象对学生的影响···················63.2.2政府部门············································63.3、家庭的原因··············································63.3.1 边疆学生父母观念落后·······························73.3.2 边疆地区农村家庭经济困难···························73.3.3 边疆学生家庭教育方式的偏向·························73.4 学校的原因··············································73.4.1 学校的校风和学风不正·······························83.4.2 学校的办学思想、管理制度、考核制度·················83.4.3 学校教学资源缺乏···································83.4.4 教师的因素·········································83.5 物理学科本身特点的原因··································94 解决边疆少数民族地区初中生物理厌学的对策······················104.1学生自身因素的对策·······································104.1.1 加强学生心理能力特别是抗挫能力的培养···············104.1.2 利用多种途径，培养学习兴趣·························104.1.3 优化增强学生的意志力·······························114.1.4 对学生进行学习目的教育，树立远大的理想·············114.1.5 培养良好的学习物理的习惯···························124.2 社会因素的对策··········································124.2.1 优化社会大环境·····································124.2.2 规范和公正招工制度，提高知识分子的待遇·············134.3 家庭因素的对策··········································134.3.1 提高学生家长的意识，改变学生家长的观念·············134.3.2 改变学生家长对子女的教育方式·······················144.3.3 为学生创造良好的家庭环境···························144.4 学校因素的对策··········································144.4.1 更新办学理念，真正实施素质教育·····················144.4.2 重视校园文化建设···································154.4.3 提高物理教师自身素质和业务能力·····················155总论···························································16参考文献·························································17致谢·····························································181 序论在我。