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在从事多年的初中数学教学中,发现不少初中学生的数学成绩,初一年级时呈稳步发展的趋势,可是到了初二时会出现部分同学倒退,到了初三两极分化比较大,用句顺口溜说:“初一差不多,初二掉下坡,初三差个窝。”我们把这种学习中的现象称为分化,学习过程中分化现象的产生,除了课程结构本身设置梯度的制约外,有学习方法的原因、也有心理因素的影响,其中学习方法方面大致存在以下几方面的问题。
In the junior high school mathematics teaching for many years, I found that many junior middle school students’ math scores showed a tendency of steady development in the first grade. However, some students returned to the first two days of the grade. Said: “The first day of the same, the first two fall, the third day of a poor nest.” We call this phenomenon of learning differentiation, the differentiation of learning process, in addition to the curriculum structure itself set the gradient constraints In addition, there are reasons for learning methods, but also psychological factors, including the following aspects of learning methods generally exist.