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近年来,各地本着构建和谐教育,促进教育均衡发展的原则,改革了评价体制,由质量指数的高低,来评估学业成绩的好坏。这一举措体现了素质教育的要求,学校教育要面向全体学生,关注每一个学生,不抓班级的优秀率和平均分。这样班级中的学困生(即“30%”的学困生)的数学成绩转化提高问题成为摆在教师面前的一个新问题,怎样让30%的学困生面对问题,自己能读懂、分析,最终寻找适合自己解决问题的有效策略。经过几年的探索积累,笔者认为可从以下几方面入手。一、读问题,明思路
In recent years, based on the principle of building a harmonious education and promoting the balanced development of education, all localities have reformed the evaluation system and assessed the quality of their academic achievements from the quality index. This measure reflects the quality education requirements, school education should be for all students, pay attention to each student, do not grasp the class’s excellent rate and average score. Such a class of students with learning difficulties (ie, “30% ” students with learning difficulties) to improve the conversion of mathematical performance has become a new problem in front of teachers, how to make 30% of students with disabilities face the problem, they can Read, analyze, and ultimately find an effective strategy to solve their own problems. After several years of exploration and accumulation, I believe that the following aspects can be started. First, read the problem, Ming Si Road