赏识与关爱是转化学困生较有效的策略,但往往缺少可持续性。大多数教师能及时抓住学困生的闪光点进行表扬、鼓励。但只起到一时的促进作用。因为学困生本身存在的问题是:缺乏自信;没有掌握有效的学习方法;缺乏持之以恒的精神;对学习没有兴趣。综上所述,只是单纯的发现他们身上的一点进步或优点,偶尔表扬一下是起不到治本的作用的,所以我尝试了“造假式”转化学困生,研究刚刚迈出一小步就初见成效。 Appreciation and care are more effective strategies for students with transitional disabilities, but often lack sustainability. Most teachers can catch the flash point of poor students in time to praise, encouragement. But only played a temporary role in promoting. Because of their own problems students are: lack of self-confidence; did not have effective learning methods; lack of perseverance; lack of interest in learning. To sum up, just a simple discovery of their little progress or merit, and occasionally praise is to play a role in less than radical, so I tried “fake type ” poor students in transitional medicine, research has just taken a small Step to initial success.