在学校教育中,“学困生”是个特别敏感的词语,我们所指的“学困生”是那些智力水平正常且没有感官障碍,但其学习成绩明显低于同年级学生、不能达到预期学习目的的学生。这些学生经常受到“关注”:恨铁不成钢地教育、苦口婆心地告诉他们学习为自己,或者是一次次地重写,无数次地订正……如此循环往复。遗憾的是,教育收效甚微,教师付出后的期待与学生的进步相去甚远。反思这样的教育,问题出在我们过多地关注“学困生”的缺点,甚至放大了他们的不足,而没有去寻找他们身上的“闪光点”。“学困生”并不意味着他们真的一无是处。想让“学困生”摆脱学习的困境,我们是关注导致他们 In school education, “poor students” is a particularly sensitive word, we mean “poor students ” are those with normal intelligence and no sensory disorders, but their academic performance was significantly lower than the same grade students, Students who can not achieve the intended learning purpose. These students are often “concerned about”: they hate iron and steel education, earnestly tell them to learn for themselves, or time and again to rewrite, countless times to correct ... so cycle. Unfortunately, education has had little effect and teachers’ expectations after school are far from the progress of their students. Reflecting on such education, the problem is that we pay too much attention to the shortcomings of “students who have difficulty in schooling,” and even enlarge their shortcomings, instead of looking for “flash points” on them. “Poor students ” does not mean that they really useless. Wanting to “learn hardship” from learning difficulties, we are concerned about causing them