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一、正视学生个体差异的存在,准确定位目标上海静安外国语小学陆倍倍老师在二年级立定跳远的教学设计中就提出了“关注学生的全面发展,满足不同学生的学习需要”的指导思想。浙江的特级教师夏玲玲老师更是在制定学习目标的过程中根据学生的不同情况设计了弹性的学习目标,即要求每个学生能够熟练掌握5～10人一组的2～3种合作走方式。两位教师的课堂设计充分反应了针对不同层次和水平的学生群体而进行的分层教学,真正让“一切为了儿童的健康成长”的理念落到实处。
First, students face the individual differences exist, and accurately target the Shanghai Jing’an Foreign Language Primary School teacher Lu Bei times in the second year of long jumper teaching design put forward the “concerned about the overall development of students to meet the learning needs of different students,” the guidance thought. Teacher Xia Lingling, a Zhejiang-grade super teacher, designed the flexible learning goal according to the different situations of students in the process of making learning goals, that is, each student should be required to master 2 ~ 3 kinds of cooperation walking ways from 5 to 10 people . The classroom design of the two teachers fully reflects the multi-level teaching of students groups at different levels and levels, and truly implements the concept of “all for the healthy growth of children”.