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本着“没有教不好的学生,确保教好每一个学生”、“没有差生,只有差异”的原则,我们学困生转化课题组的老师们根据不同的学困生的实际情况,对学生进行数学教育策略干预实验,探求一些数学学困生的转化措施,使我校的学困生学有所长,学有所用,全面提高学习成绩,全面提高教学质量.在三年的实践中,我们不断尝试,不断改进,反复教育,摸索出了适合少数民族地区初中数学学困生的转化策略,归纳了“转学困,八步走”的教育方
In line with the principle of “students who can not teach bad, to ensure that every student is taught”, “there is no difference between students and only differences”, the teachers of our task force transformed the task group according to the actual situation of students with learning difficulties The situation of students in mathematics education strategy intervention experiments to explore some of the mathematical learning difficulties students transformation measures so that my school of learning students have their own strengths and learn to use to improve the overall academic performance and improve the quality of teaching in three years In practice, we constantly tried, improved and repeated education and worked out a transformation strategy suitable for math students with learning difficulties in junior middle schools in ethnic minority areas. This paper summarizes the educational strategies of “transferring students to difficulties and walking in eight steps”