我来到一所普通农村小学支教,任教二年级数学。不久便发现学生数学学习的两极分化现象比较严重,这使我感到很意外。低年级学生的学习才刚刚起步,后进生怎么会这么多呢?带着这个疑问,我对班上的后进生进行了全面的跟踪调查,深入了解他们真实的学习活动。后进生的形成原因是多方面的,但对这些入学不久的学生来说,他们并非是天生的数学庸才,而是在其特定的家庭、学校环境下,造成了他们在数学方面表现出暂时的落后。 I came to an ordinary rural primary school education, teaching sophomore mathematics. It was surprising to me shortly afterwards that the polarization of mathematics learning among students was more serious. With this question, I conducted a comprehensive follow-up survey of the students in my class to gain a deeper understanding of their true learning activities. The causes of postgraduates are manifold, but to these newly enrolled students, they are not innate mathematical mediocre but, in their specific home and school settings, have caused them to appear temporarily in mathematics behind.