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一、目标分层由于学生个体之间存在差异,所处的层次也就不同,其各自所在的“最近发展区”也不一样。据前苏联教育家维果茨基的“最近发展区”理论认为:理想的教育就是采用一定的方法和手段将学生的潜在水平转化成新的现有水平,不断创造新的最近发展区。所以,从学情出发,确定适合学生的“最近发展区”。在本案例中,让C层次学生(学困生)能过2个障碍物;B层次学生(中等生)能过3个障碍物;A层次学生(优秀生)能过4个障碍物。
First, the target stratification Due to the differences between individual students, where the level is different, their respective “recent development zone ” is not the same. According to Vygotsky’s “recent development ” theory of the former Soviet Union, the ideal education is to adopt certain methods and means to translate students’ potential levels into new ones and continuously create new areas of recent development . Therefore, starting from the learning situation, to determine suitable for students “recent development zone ”. In this case, Level C students (poor students) were able to pass two obstacles; Level B students (secondary students) were able to pass three obstacles; Level A students (outstanding students) were able to pass four obstacles.