在我所担任的班级里,学生都是择优录取的。这些学生基础好,愿思考、守纪律、勤奋好学。不论品德修养,还是智能素质,都是比较高的,理应是个很好管理的班级。但工作起来,并非象我想象的那样顺利,班级集体活动也不是一呼而应的。在我的认识上越发清楚的是在同学中存在两种影响班级集体建设和影响学生健康成长的因素,这就是“尖子”和“差生”。一些“尖子”对班级活动不热心,不积极。在他们看来,上重点中学就是为了上大 In my class, students are all candidates for merit. These students are good foundation, willing to think, disciplined, studious. Regardless of moral accomplishments, or intelligent quality, are relatively high, should be a well-managed class. However, work is not as smooth as I expected, class collective activities are not vociferous. What became clearer in my cognition is that there are two kinds of students in classmates that affect the collective construction of classes and the factors that affect the healthy growth of students. This is the “top son” and the “poor student.” Some “top aces” are not enthusiastic about class activities and are not active. In their view, the key high school is to go big