浅谈如何转化学困生

转化学困生的过程是漫长的,也是艰辛的,转化学困生教师应做到:用爱心温暖学困生的心灵;树立学困生一定能转化的信心;情感交流,细心捕捉学困生身上的闪光点,用诚心帮助孩子进步;持诚心去对待学困生的情绪反复。     

利用《数学分层测试卡》转化学困生的四点体会

学困生的转化,是我们每一个教育工作者面临的挑战,是需要我们认真深入研究的课题。为此,我选择了《数学分层测试卡》的实验,用＂关注差异,分层评价＂的理念,去关爱每一个学生,让每一个学生都能获得成功和自信。下面,我就具体谈谈我是怎样利用《数学分层测试卡》来转化学困生的。     

在实验教学中转化学困生之我见

本文作者根据中职学生与中等医学教育的特点,联系其实验教学的特点,就如何在实验教学过程中转化学困生提出了几点见解.     

转化初中英语学困生的探索

英语学困生转化是一项艰巨的任务,也是英语教师长期的、共同研究的课题。教师必须正确对待,树立正确的学生观、教学观;要帮助英语学困生树立正确的学习动机,克服不爱学习的情绪,和学生建立和谐关系,激发英语学困生的学习兴趣。此外,教师要培养学困生良好的学习习惯,帮助他们找到正确的学习策略;要精心组织课堂教学,提高学困生的学习积极性。     

班主任要善于转化学困生

不少教师经常抱怨学生越来越难教,学困生越来越多。其实,每个学校、每个阶段都有学困生,学困生问题是一个长期困扰教育工作者的棘手问题。在全面推进素质教育的今天,班主任更不可忽视学困生,而要深究学困生形成的原因,在教育教学中使用科学的方法,做好学困生的转化工作。     

浅谈用积极教育思想转化高中学困生

以积极教育的理念审视学困生转化工作,启示我们采取更加适当的转化策略,从而使我们的学困生转化工作取得深层进展.     

转化数学学困生的策略

学困生往往影响教学质量的全面提高,所以要想方设法注意对学困生的观察和研究,不断采取有力的转化措施,这是每位教师圆满地完成教学任务而必须十分注重的一环。数学教师在实际教学中认真、细心地引导培养,对学困生多一点关心,多一点优先,多一点偏爱,多拿出一点时间和精力,那么我们的付出定会得到回报。     

转化初中英语学困生之我见

英语作为相互交往的语言,作用很大。对于中学生来说,学好英语尤其重要。由于英语这门学科不是中国的母语,所以对于大部分中学生来说学起来有很大难度。我们英语教师就面临着怎样转化英语学困生这样一个大难题。     

“孩子,你能行”——新课改下数学学困生的转化方法

学困生对每一位教师来说,都是必须面临的问题,恰当的方法尤其是关键。作者根据多年的探究摸索,认为转化学困生必须做好两方面的工作:一要组织好教学,二要达到五心:爱心、耐心、信心、恒心、用心。     

转化学困生要讲策略

第三篇：同样的办法不同的人去做会有不同的结果，其实不是因为人不同，是因为不同的人对待事物本身的态度不同。转化学困生，必要的策略是必不可少的，可是，如何才能使这些策略起效呢？可能态度是一个不可忽视的问题。     

高校女生体育教学要切合女生实际

本文分析了女生的生理、心理特点及在女生体育教学中存在的不足。在体育教学中,要针对女生的生理、心理特点实际组织教学,从而真正达到促进她们加强身体锻炼,增强体质的目的。     

Integration of students with moderate learning difficulties

Abstract

After a discussion of the main concepts used, the differing policies and practices in a selection of countries are examined briefly. Research studies comparing the academic and social outcomes of integrated and segregated education do not offer unequivocal conclusions: as much depends on the kind of educational programme as on the setting. An examination of the conditions for effective integration shows that successful programmes place emphasis on some or all of three key features, viz. the curriculum, team teaching and support personnel. Research on attitudes towards integration leads to the conclusion that teachers are broadly positive in principle but less so in practice. But if teachers are given adequate support and improved skills, then a segregative tradition can be modified.     

Communicating with students with learning difficulties in further education

The article describes the endeavours of three further education tutors to improve their ability to work effectively with students who have mild to moderate learning difficulties. The tutors sought the assistance of researchers at Oxford Brookes University who were developing a Communication Styles Questionnaire (CSQ) as a means of helping teachers to direct their own professional development. The CSQ gives tutors valid and reliable feedback about how they tend routinely to interact with learners. This may be used in a process of reflection, preferably with colleagues, leading to action to improve teaching and learning.     

Integration of students with severe and multiple learning difficulties

Abstract

Students with severe and multiple learning difficulties have traditionally been excluded from mainstream education. Three arguments are put forward for integrating these students: social and humanitarian motives; interpretations of the ‘least restrictive environment’ as one in which interactions with non‐disabled peers are least restricted; and a changing concept of education to include a range of functional skills which provide preparation for adult life. Ways of implementing integration are discussed, including location of special classes in regular schools, integration into regular classes, and partial integration through links between regular and special schools. Although many existing integration programmes appear promising, there has been little systematic research in the area and few attempts at independent evaluations. Fears about potential loss of support services in integration appear to have some justification. Fears about adverse behaviour by non‐disabled peers have proved to be largely unfounded, but opportunities need to be deliberately structured to ensure that positive interactions occur between integrated students and their peers. Long‐term outcomes for students with severe and multiple learning difficulties integrated into regular schools have not been considered.     

Reading comprehension difficulties experienced by students with learning disabilities

Abstract

Students with learning disabilities often experience poor comprehension due to their failure to read strategically and to spontaneously monitor their understanding while reading. This paper discusses in relation to current literature, the various problems with reading comprehension commonly experienced by students with learning disabilities. Specifically, these students may encounter problems in: (A) using background knowledge appropriately; (B) decoding and word recognition; (C) vocabulary knowledge; (D) fluency; (E) strategy use and metacognitive skills; and (F) differentiating between common text structures.     

The value of using ICT in the education of school students with learning difficulties

This article argues that whatever the 2015 OECD report says about the value of ICT in relation to PISA results, our research has shown that using ICT in the education of students with Learning Difficulties has great value in interesting, enthusing and inspiring these students, so leading to better educational outcomes. The term ‘Learning Difficulties’ (LD) is used to refer to a condition of a large group of children who need extra assistance with schooling and arises from a vast range of cognitive and physical impairments. The reported research was conducted in two Special Schools in metropolitan Melbourne with the goal of investigating whether, and if so how, ICT could be used to support school communities involving students with learning difficulties, and whether it could help these students with their learning. This research found that ICT certainly does improve LD students’ attitude to learning and equips them with adequate skills to allow them to enter the workforce or continue with further study through various pathways. It provides evidence that for LD students, a significant attainment in skills and academic knowledge is facilitated by the adoption of ICT in the classroom.     

Working memory performance of Italian students with foreign language learning difficulties

It has been suggested that the ability to learn a foreign language is related to working memory. However, there is no clear evidence about which component of working memory may be involved.Two experiments investigated working memory problems in groups of seventh and eighth grade Italian children with difficulties in learning English as a second language. They were compared with control groups of children matched for age, education, school, and intelligence who differed for foreign language learning ability.Experiment 1 focused on clarifying how modality-specific the memory problem of children with a foreign language learning difficulty (FLLD) is. Verbal working memory tasks (forward and backward digit span) were proposed together with visuospatial working memory (VSWM) tasks. Groups showed a significant difference only in the more passive verbal working memory task, that is, the forward digit span.Experiment 2 focused on clarifying how central the verbal working memory problem of students with an FLLD is. A nonword repetition task and an Italian version of the listening span test were proposed. Groups differed significantly in both tasks. However, differences in the listening span test disappeared when nonword repetition performance was partialed out. It was concluded that a difficulty in learning a foreign language is mainly related to the more passive aspects of verbal working memory, typically associated with the articulatory loop.