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在初中英语教学中,常常会出现这样一种现象:初一学生刚开始学习英语时,学习热情普遍高,学习成绩也普遍好,但是大约一个学期过后,一些学生便开始落后掉队,不及格或放弃不学,这种学生在英语学习上的大面积掉队现象就是我们常称的两极分化现象。这种“初一兴趣大,初二便分化,初三见了就害怕”现象在当前初中英语教学中还普遍存在,已成了制约学生英语成绩全面提高的瓶颈。因此如何防止两极分化已成了初中英语教学中急需研究的重要课题之一,通过对教师和学生两方面分析了初中英语教学中两极分化的成因,并提出防止两极分化的措施和建议。
In junior high school English teaching, there is often such a phenomenon: First-year students just started learning English, the enthusiasm for learning is generally high, and the academic performance is generally good, but after about a semester, some students began to lag behind and failed to pass. To give up not to learn, this type of student’s phenomenon of losing a large area in English learning is what we often call polarization. This kind of “big interest in the first day, the second year will be divided, the third day to meet the fear ” phenomenon in the current junior high school English teaching is still common, has become a bottleneck restricting the overall improvement of students’ English performance. Therefore, how to prevent polarization has become one of the most important topics that need to be studied urgently in junior high school English teaching. The causes of polarization in the junior high school English teaching are analyzed through both teachers and students, and measures and suggestions for preventing polarization are proposed.