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一、小学数学学困生形成的因素在农村小学教数学近30年,工作中学困生群体的存在是提高班级教学质量的一大困难,老师们一提起班里的学困生就“头痛”。学困生的成因是多方面的,学生之间个体素质的差异,家庭环境的差异,遗传基因的差异,个人学习方法、习惯的差异,情绪、情感和意志品质的差异等等。这些差异的形成有智力方面的,也有非智力方面的;有先天的,也有后天的。“不积跬步无以至千里,不积小河无以成江海。”学困生之所以学习不好就是没有脚踏实地,一步一个脚印地学。他们这边落下一点数学概念,那边丢掉一个定理、公式,从而越来越跟不上,越来越厌烦学习,成绩也就越来越差。二、小学数学学困生的主要表现1.基本概念、定理模糊不清。不能用数学语言再现概念、公式,如果不看课本,就不能说明概念,概念与概念之间也联系不起来。2.自学能力差。不能找出问题的重点和难点,不能回答教材中叙述的问题,说不清楚掌握了哪些;学
First, the formation of primary school mathematics students with disabilities in the formation of factors in rural primary schools to teach mathematics for nearly 30 years, the existence of secondary school students in poor working class is to improve the quality of teaching a major difficulty, the teachers mentioned the class in school students “. The causes of studing students are many, the individual differences between students, family environment differences, genetic differences, personal learning methods, differences in habits, emotions, emotions and the quality of the differences and so on. The formation of these differences have intellectual as well as non-intellectual aspects; they are innate and acquired. ”The plot is not plotless to thousands of miles, not plot plot into the sea. " The reason is poor learning poor students do not have a down-to-earth, step by step to learn. They drop a little mathematical concept here, lost a theorem over there, more and more can not keep up, more and more tired of learning, the result will be worse. Second, the main performance of primary school math students with disabilities 1. The basic concepts, the law blurred. Can not reproduce the concept of mathematical language, formula, if you do not read the textbook, you can not explain the concept, concepts and concepts can not contact. 2 self-learning ability is poor. Can not find the focus and difficulty of the problem, can not answer the problems described in the textbook, can not say what they have