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在初级中学数学教学中,面对的教育对象学生,可能出现的情况大致分为三种,即优等生、中等生、后进生。特别在实施普及九年义务教育的进程中,作为边远、贫困县的学生,中后进生的覆盖面要多一些,尽管我们为之付出很多努力,但学生仍未起得较好的成绩,究其原因是多方面的,但其中一个根本原因是因为学生在学习过程中因某些方面未能得到适合他们各自所需的帮助,从而产生两极分化,所以要想全面提高数学教学质量,就必须做好后进生的转化工作,这是我们值得深思和考虑的问题,作为数学教师,一方面应多关心后进生,鼓励他们学好数学的信心;另一方面更应当深入研究他们的思维特征,以便有针对性地改进教学工作,才能促进教学质量的提高。
In the mathematics teaching of junior high schools, the students who may be confronted with education may be divided into three types, namely, excellent students, middle school students, and backward students. In particular, in the process of universalizing nine-year compulsory education, as a student in remote and impoverished counties, the coverage of secondary and post-secondary students is more. Although we have made a lot of efforts, the students still have not achieved good results. There are many reasons for this, but one of the fundamental reasons is that because students fail to get help for their respective needs in some areas of the learning process, resulting in polarization. Therefore, in order to improve the overall quality of mathematics education, students must do it. This is a question worthy of consideration and consideration. As a mathematics teacher, we should pay more attention to backward students and encourage them to learn mathematical confidence. On the other hand, they should further study their thinking characteristics in order to have To improve instructional work in a targeted manner can promote the improvement of teaching quality.