学困生或者说学习迟缓者的学习水平明显低于班级平均水平是我们能看到的一个显性结果,然其背后导致的原因众多。为使研究更科学有效,我们选择在英语家常课状态下,对学困生实施“个别化”课堂实录。坐在孩子的身后记录,我们仿佛也成为他们,同样的座位高度、同样的视觉角度、同样的思维程度,使我们发现了一些老师们在日常教学中对学困生的空间存在的忽忘、神态表情的忽略、肢体语言的忽视。通过对记录材料进行归纳和提炼,我们梳理出了学困生以下四个方面的问题:一是在课堂学习中从不或偶尔举 Students with learning difficulties or those with learning disabilities who are significantly lower than their class average are just the obvious ones we can see, but their underlying causes are numerous. In order to make the research more scientific and effective, we choose to implement “Individualized ” class record in the English homecoming class. Sitting behind the record of the children, we seem to have become them, the same seat height, the same visual angle, the same level of thinking, so that we found some teachers in daily teaching on the students who have forgotten the space, Neglect of facial expressions, neglect of body language. Through the induction and extraction of recording materials, we sort out the following four aspects of students with learning difficulties: First, never or occasionally in the classroom learning