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教育家苏霍姆林斯基认为“学困生”可分为三类。一类属于思维尚未“觉醒”的学生;第二类属于“天赋”面纱尚未揭开的学生;第三类属于“理解力差和头脑迟钝”的“学困生”。从广义上讲,今天在新课标下高中数学学习的“学困生”并没有脱出这三个类别。但是,作为在艺术中学任教的一名数学老师,我们对“学困生”的认识必须得区别于教育家。然而对于一线教育工作者而言,去认识学生学习困难有哪些表现,其成因是什么,如何转化他们,我认为这比把“学困生”进行理论归类有意义得多。
The educator Sukhomlinski thinks that “study-poor students” can be divided into three categories. One class is students who have not yet thought of “Awakening”; the second group is students who have not yet been exposed by “talents”; the third class is “Understanding students who are poorly understood and mentally retarded”. “. In a broad sense, today’s ”study-worried students“ of high school mathematics learning under the new curriculum standards have not slipped out of these three categories. However, as a math teacher who teaches at art middle school, our understanding of ”study hardship students“ must be distinguished from educators. However, for front-line educators, to understand what students’ learning difficulties are, what are their causes, and how to transform them, I think this is more meaningful than categorizing ”study-stricken students" theoretically.