小林是我校高二年级一名学困生,在学校的“帮扶结对子”活动中,小林等5名学生成为我的帮扶对象。怎样才能让他们走出学困并且提高生物学成绩呢?我制订的帮扶计划是:寻找问题——分析原因——制订措施——实施帮扶——总结回顾。为了查清造成他们学习困难的原因。我与小林开始了这样的对话:师:请谈谈你目前的学习状态,好吗?生:上课听不懂,作业不会做,考试成绩常常最后,我已没了信心。……师:你主动跟老师问过问题么?你觉得你对提问题的能力怎样?生:我是差生,老师对我的关注很少,我也不敢问问题,怕自己问不好;也不想问,反正都不会;也不会问,不知自己 Kobayashi is a senior high school sophomore in my school a poor student, in the school’s “helping knot” activities, Kobayashi and other five students to become my target. How can we help them get out of schoolwork and improve biology? My plan is to find the problem - analyze the reason - formulate the measure - implement the help - summarize the review. In order to find out the reasons for their learning difficulties. Kobayashi and I began such a dialogue: Teacher: Please talk about your current state of study, okay? Health: the class did not understand, homework will not be done, test scores are often the last, I have no confidence. Teacher: Do you take the initiative to ask questions with the teacher? What do you think of your ability to ask questions? Health: I am poor student, the teacher paid little attention to me, and I did not dare to ask questions, Do not want to ask, anyway, will not; will not ask, I do not know myself