我在尝试“分组”管理班级,起到了事半功倍的作用。一、“分组”管理学习由于学生个体差异较大,往往有些学生对较难知识的理解和掌握有困难,经常出现“慢半拍”的现象。课后辅导时又要根据学生的不同情况进行不同的辅导。一轮辅导下来老师筋疲力尽,口干舌燥,费时费力。我在工作之余经常思考,能否找到一条解决问题的捷径。从上学期开始我尝试让学生“分组”学习。学生以四人为一个小组,课堂上小组合作时,四人各抒己见,取长补短;做作业时互相监督,互相帮助;小组内由组长安排辅导对象进行辅导,老师只需适时检查、评价各个小组的工作效率和工作 I was trying “group ” management class, played a multiplier effect. First, the “group ” management learning Because of the large individual differences in students, often some students have more difficulty in understanding and mastery of knowledge, often “slow half beat ” phenomenon. After class counseling but also according to the different circumstances of students for different counseling. A counseling teacher exhausted, dry mouth, time-consuming and laborious. I often think in my spare time, can find a shortcut to solve the problem. From the beginning of the semester I tried to let the students “group ” to learn. Students to four as a group, the team work in the classroom, the four express their views and learn from each other; do homework supervision and help each other; the group arranged by the group counseling counseling, the teacher only need to timely check and evaluate the work of the various groups Efficiency and work