【摘要】课堂是学生学习最重要的部分，也是拉开差距的关键环节，小学数学学困生在课堂上往往表现出很少参与甚至不参与。本研究将学生的课堂参与分为行为参与、情感参与、认知参与三个部分。为了深入研究小学数学学困生在课堂上的参与情况，本研究将一个班级中的三位数学学困生作为研究对象，通过课堂观察和访谈方法研究三名学生的参与情况，并从认知因素和情感因素分析数学学困生较少参与数学课堂的原因。
【关键词】小学数学；学困生；课堂参与；影响因素
【Abstract】Classroom learning is not only the most important part of students’ learning, but also a key point in widening the gap between students’ learning effect. Students with learning difficulties in mathematics seldom participate in class and some even do not participate in class. Based on an extensive literature review, students' classroom participation is divided into behavior participation, emotional participation and cognitive participation. In order to further study the classroom participation of students with learning difficulties in mathematics, this thesis takes 3 students who have difficulty in learning mathematics as the research object, and by studying the classroom participation of the three students through classroom observation and interview, the thesis analyzes and gives out the reasons why students with learning difficulties in mathematics seldom participate in class from cognitive factor and emotional factor.
【Key words】primary school mathematics; students with learning difficulties; classroom participation;
问题的提出
课堂是学生学习最重要的部分，大量的理论与实践都证明小学生的课堂参与情况很大程度上影响着小学生的上课效率，甚至是学业成绩。新课程标准指出要以学生为主体，尊重学生的主体地位，注重学生在课堂上的感受体验，但在小学数学课堂中，学困生在课堂上的表现往往是很少参与甚至不参与。
关于小学学困生的课堂参与的研究并不是很多，国外的研究很早，但是与我国的实际情况并不相符，不能照抄照搬，国内研究起步较晚，研究得也不多，对于小学数学学困生的课堂参与的研究则更少，因此研究小学数学学困生的课堂参与情况很有必要。
