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从《教育心理学》中,我们知道:学生的发展水平是教学的出发点,教学必须符合受教育者的发展水平。教学活动是以学生的学为出发点,教师的教只有符合学生的实际情况,才能充分调动学生的积极性,才能保证教学的成功效果。学生的身心发展有着共同的特点,但是在性格、气质、知识和能力的发展水平上有着个体差异。因此,教师必须从实际出发,针对个别差异区别对待,有针对性地进行教学,既有统一要求,又要因材施教,这样才能使所有学生学有所得。分层教学,这完全符合普及九年义务教育性质,大大有利于素质教育的真正实施;而且减轻了学生的课业负担,是真正做到了“减负不减质”的理想新课程改革模式。
From “educational psychology”, we know that the development level of students is the starting point of teaching, and teaching must conform to the level of development of the educated. The teaching activity is based on the student’s learning. The teacher’s teaching can only fully meet the students’ actual conditions, so as to fully mobilize the enthusiasm of the students and ensure the success of the teaching. Students’ physical and mental development has common characteristics, but there are individual differences in the development level of personality, temperament, knowledge, and ability. Therefore, teachers must start from reality and discriminate against individual differences and conduct teaching in a targeted manner. There are both unified requirements and teaching in accordance with their aptitude. Only in this way can all students learn what they have gained. Hierarchical teaching, which is in full compliance with the nature of universal nine-year compulsory education, is greatly conducive to the real implementation of quality education; and it also reduces the burden on students’ work, and it is an ideal new curriculum reform model that truly achieves “reduces the burden on quality.”