Abstract
Interpersonal relationship has become an important aspect of social research on students with academic disabilities, because interpersonal relationship not only has an impact on the academic development of students with academic disabilities, but also causes a series of psychological problems, so it is of great theoretical and practical value to discuss this aspect. In order to explore the relationship between interpersonal relationship and math achievement of students with academic disability, this study adopted the method of cluster random sampling, using interpersonal relationship scale of primary and secondary schools and academic proficiency test as research tools, and investigated 17,335 fourth-grade students in Q city. The results showed that: (1) Compared with other students, students with poor academic performance scored lower in interpersonal relationship, among which the score of peer relationship was the lowest, and the score of girls was significantly higher than that of boys; (2) There is a significant positive correlation between the interpersonal relationship and the academic performance of the students with poor academic performance, which has a predictive effect on the academic performance, and the teacher-student relationship has the highest predictive rate on the academic performance. In order to improve the academic performance of students with academic disabilities and promote their physical and mental health development, parents and schools should pay attention to the interpersonal relationship of students with academic disabilities and cultivate students' social communication skills through diversified ways. To improve teachers' sense of responsibility and strengthen the transformation of students with poor academic performance; Work together to create a good interpersonal atmosphere to promote the all-round development of students.
Highlights
Interpersonal relationship has become an important aspect of social research on students with academic disabilities, because interpersonal relationship has an impact on the academic development of students with academic disabilities, and causes a series of psychological problems, so it is of great theoretical and practical value to discuss this aspect
The results showed that: (1) Compared with other students, students with poor academic performance scored lower in interpersonal relationship, among which the score of peer relationship was the lowest, and the score of girls was significantly higher than that of boys; (2) There is a significant positive correlation between the interpersonal relationship and the academic performance of the students with poor academic performance, which has a predictive effect on the academic performance, and the teacher-student relationship has the highest predictive rate on the academic performance
教师在学业不良学生的学习中占据关键作用,是影响 学生学业成绩的主要因素。教师应该增强责任心,承担起 应有的责任,帮助学业不良学生拥有良好的人际关系,改 善自己的学业表现。作为教师自身[18],第一,教师应在 保证与学生关系融洽的同时改进自己的教学方式,依据讲 授的内容和学生的年龄特点选用与之相适应的新型教学 法,调动学生学习热情;第二,教师应该根据学业不良学 生的基础水平、学习策略等方面的具体情况,把学生分层, 精准地对学生提出作业或任务要求并给予有效的帮助;第 三,在班集体学习小组活动时,教师可以根据合作学习、 分组学习、项目式学习等方式,使学业不良儿童有机会与 班级中优秀同学共同学习和交流[19],促进学业不良学生 转变。第四,教师应该引导父母成为教育的促进力量。教 师可以通过家长会、家访随时与家长进行交流和沟通,了 解学生的成长背景、交友情况等多方面信息,与家长一起 分析学生学业不良的原因。
Summary
Interpersonal relationship has become an important aspect of social research on students with academic disabilities, because interpersonal relationship has an impact on the academic development of students with academic disabilities, and causes a series of psychological problems, so it is of great theoretical and practical value to discuss this aspect. 2010年上半年,我国颁布《国家中长期教育改革和发 展规划纲要(2010-2020)》,明确提出要“关心每个学生, 促进每个学生主动地、生动活泼地发展,为每个学生提供 适合的教育”、 “建立学习困难学生的帮助机制”。学业不 良的现象在各个学段中广泛存在,不仅会影响学生学习热 情,还严重地阻碍了我国教育事业发展,降低了教育效益 [1]。因此,关注并分析学业不良问题,提出有效建议,促 进每一个学生发展是至关重要的。 人际关系是指人与人之间通过交往与相互作用而形成 的直接的心理关系,是个体社会化重要的组成部分。生态系 统理论认为,一个人成长的环境分为宏观系统、外观系统、 中观系统、微观系统、时间系统五方面[2],其中微观系统对 学生产生直接影响,包括学生的家庭和学校,主要是与父母、 教师、同伴进行互动。已有研究表明,良好的人际关系能帮 助学业不良的学生获得更多学业上的支持[3,4],建立积极的 学习态度,从而对学业成绩起到促进作用。
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