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对学习上的转化,笔者采取的是“低起点,分层次”的原则。不同的学生,不同的基础,就有不同的具体要求。让学生学出劲头,感到有奔头。要做到这一点,比在遵守纪律上的转化尤为艰难,学生往往是一日曝十日寒,绝非老师三言两语的说教所能奏效的。要持之以恒、坚持不懈地督促,更要让他们体会到乐趣,哪怕是一点点,老师尽可能地像朋友一样,与他们共享取得学习进步的乐趣,然后再站在老师的角度,引导他们向更高的目标奋进。
For the transformation in learning, the author adopted the principle of “low starting point, sub-level”. Different students, different foundations, have different specific requirements. Let students learn their strength and feel their heads. To achieve this, it is more difficult than to comply with the disciplinary changes. Students are often exposed to cold weather on a day. It is by no means a teacher’s trilingual preaching work. To persevere and persevere in oversight, we must let them appreciate the fun. Even if it is a little bit, teachers should try to share the joy of learning and progress with them as much as possible. Then they stand in front of the teacher and guide them to more High goals are forging ahead.