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新课标指出,数学课程必须着力学生综合素质的提高,以促进学生的和谐和终身发展为培养目标,体现数学课程的发展性、普及性和基础性特点。数学课程的核心是一切为了学生的发展。但是受多种因素影响,数学学科依然存在大量的学习困难学生。如何对这些学生进行合理的归因和转化是提升教学质量的重要途径。一、学困生形成的学校因素分析(一)基础知识薄弱数学新知教学需要立足学生已有的知识经验的积累,以旧知识为重要的学习基础。由于不少学生在接受新知教学时,旧知识
The new curriculum standard pointed out that mathematics curriculum must focus on improving the overall quality of students, to promote the development of students’ harmony and lifelong development as the goal, embodies the maturity, popularity and basic characteristics of mathematics curriculum. The heart of the math course is everything for student development. However, due to many factors, there are still a large number of students with learning difficulties in maths. How to reasonably attribution and transformation of these students is an important way to improve the quality of teaching. First, school-based analysis of the formation of poor students (A) the weak basic knowledge Neo-mathematics teaching needs students based on the accumulation of existing knowledge and experience, the old knowledge as an important basis for learning. Because many students in the new knowledge teaching, old knowledge