课堂学习结果反馈,对学生,特别是对“差生”的学习动机有很大的激励作用,有利于“差生”学习成绩的提高。由于传统教学的重讲轻学,在课堂上教师对“差生”的行为评价往往忽视,认为“差生”延误教学时间,致使课堂再反馈的信息受到不同程度的阻塞。我们曾对14个班的50名中高年级数学“差生”作了口头和问卷调查,了解他们对课堂信息反馈的看法(在“保密”状态下进行)。主要心理障碍有以下几种。 Feedback from the results of classroom learning has a great incentive for students, especially for poor students, to motivate students to improve their academic performance. Due to the emphasis on traditional teaching, teachers often neglect the behavior evaluation of “poor students” in the classroom. They think that the delay of teaching time by poor students leads to the obstruction of information feedback in the classroom to varying degrees. We conducted a verbal and questionnaire survey of 50 poor-grade math students in 14 classes to find out about their feedback on class information (under “confidentiality”). The main psychological disorders are the following.