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从一九八五年下学期起,我担任初中145班的语文教学任务。这个实验班与我校前三届实验班一样,同属整体教改实验,但有下列不同之点:首先是,对智力常态儿童进行超常发展训练,要求学生在四年内完成六年的学习任务,达到高中毕业的水平。其次是,学生的入班年龄限制在十一周岁。(一九八五年九月以前未满十二周岁),因而新生中成绩最好的学生并未被录取到该班。再则是,教学任务要与理工大学少儿班衔接上。这些情况,给这个实验班带来新的特征:学生年龄小,学时少,学习任务紧迫,学生未来的“定向”——理科一开始就很鲜明。这些特征,对各科教学,特别是对文科科目——语文学
Starting from the next semester in 1985, I served as a language teaching task for 145 classes in junior high schools. This experimental class, like the first three experimental classes in our school, belongs to the same teaching reform experiment as a whole. However, the experimental class has the following differences: First of all, to carry out extraordinary development training on children with mental retardation and require students to complete six years of study tasks within four years High school graduation level. Second, the student’s enrollment age is limited to 11 years of age. (Less than 12 years old before September 1985), the best student in the freshman year was not admitted to the class. Furthermore, the task of teaching should be connected with the children’s class of Polytechnic University. These situations bring new features to this experimental class: the students are young, have less hours, and study tasks are urgent. Students’ future “orientation” - science is very clear from the very beginning. These characteristics, the teaching of all subjects, especially for liberal arts subjects - language