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在“整体、合作、优化”教育理念的指导下,以学生发展为本,以优质师资为核心,优化学困生转化环境,将学困生转化的诸多目标、任务分解到担任“导师”的任课教师身上,形成“导师”们既教书又育人的责任制教育模式。一、通过现状分析,有的放矢探索学困生转化策略与途径针对不同类型的学困生,在转化的过程中,导师必须采用不同的转化策略与途径。1、现状分析。我们调查发现,不同的学困生先天因素不同,所处的家庭和社会环境不同,使学生之间存在不同的思维方式和知识背景,从而造成了个性的发展存在差异,突出
Under the guidance of the education philosophy of “overall, cooperation and optimization”, with the development of students as the basis and quality teachers as the core, we should optimize the transformation of the environment, Mentor “of the teacher who form a ” mentor "they both teach and educate the responsibility of education. First, through the analysis of the status quo, it is targeted to explore strategies and ways to transform students with learning difficulties. For different types of students with learning difficulties, mentors must adopt different transformation strategies and approaches in the process of transformation. 1, the status quo analysis. Our survey found that different students with different learning disabilities have different congenital factors and different family and social environments, which lead to different ways of thinking and knowledge backgrounds among students, resulting in differences in personality development and prominence