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在学校的每个班级里,都会有一些成绩差、厌学心理严重的后进生,令班主任和任科教师颇为伤脑筋。这些学生的成绩之所以不理想,有智力因素的影响,也有非智力因素的影响,而对于绝大多数后进生来说非智力因素是导致其学业失败的最主要的原因。非智力因素包括态度、动机、需要、兴趣、情绪等等,其中后进生身上表现得最为明显的就是学习动机不足, 相似文献
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在教学中,教师们最困惑的问题之一当后进生的转化工作。每所学校、每个班级都会有少数后进生。后进生,在教育学上称为问题学生,可分为学习后进生、纪律后进生以及综合性后进生。其中学习后进生很大程度上是个人自身智力因素所影响。而对于后两种学生老师往往花费了大量的心血,但却收效甚微。作为一个教师,有责任、有义务,也应该努力帮助教育好这些后进学生,使他们也能和其他学生一样健康、快乐地成长,展现自己独特的风采。如何使后进生转化为合格的学生呢,"浇树要浇根,育人须育心"我认为只有从"心"上下功夫,才能让每个孩子绽放出属于自己的美丽。 相似文献
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《华夏少年(简快作文 )》2015,(12)
<正>每个学生由于受到不同生活环境的影响,学生的成绩存在着差异。每个学校、每个班级都会存在后进生,在教育教学中,教师需要对每个学生认真负责,特别是对于班级中的后进生,更不能让他们掉队。教师要用爱心打动他们,用智慧启迪他们,从而提高教育教学质量。现就我多年的教学经验,谈谈如何用"偏爱"开启后进生心灵的大门。一、"爱"入其境,了解后进生后进生的形成是有原因的,班主任需要与后进生进行交流,拉近师生之间的距离,了解学生的心理状态,才能对学生进行有针对 相似文献
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王杰 《读与写:教育教学刊》2013,(2):220
农村小学数学后进生问题是每所学校、每个班级普遍存在的问题,成为阻碍学校教育教学质量提高的一个难题。农村小学数学后进生形成的原因是多方面的,至今也没有很好的解决方法。本文从农村小学数学后进生自身因素、学校环境、家庭环境等三面分析形成原因,采取相应的教学策略逐步转化,从而提高学校教学质量。 相似文献
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<正>"后进生"是指那些智力和生理并无缺陷,但思想品德、行为规范、学习成绩、非智力因素等方面暂时落后的学生。"后进生"是每个学校都存在的群体,能否做好他们的转化工 相似文献
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在高中数学教学过程中,数学后进生现象一直困扰着数学教师,如何帮助这部分学生提高数学成绩是每一个高中数学教师都要面对的问题。文章从数学后进生的概念及成因入手,探究提高数学后进生学习成绩的相关对策,希望对高中数学教学有所借鉴。 相似文献
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目前,高职高专院校在英语教学中普遍采用一种教学模式——分层次教学。由于实行分层次教学,一部分英语成绩相对落后的学生被分在了低层次班级,我们通常把这类学生称为后进生。而后进生往往是对英语不感兴趣或是基础比较薄弱的学生,因此,培养此类学生对于英语的兴趣成为教师不断探索的课题。英语教学的目的是让所有高校生掌握并运用英语这个语言工具,因此,它的推广是面向所有高校生的。 相似文献
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学困生是地方高校公共英语教学中不可忽视的问题。受自身和环境因素影响,学困生学习目标不明确,学习动机不强,学习成绩较差。切实做好学困生的转化,是高校英语教师一项重要而艰巨的工作。为此,需要转变师生观念,加快课程改革,通过多元渠道,构建学习共同体,倡导新的学习方式,引导学生进行有效学习。 相似文献
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Jacqueline Gonzalez Alan Hayes 《International Journal of Disability, Development & Education》1988,35(1):39-51
Gifted underachievers are children who display a discrepancy between expected high achievement and actual performance. Focussing on gifted children with a long‐standing pattern of underachievement not explicable in terms of learning disability, this paper adopts a developmental perspective to the problem of gifted underachievement. Literature is reviewed on the affective development of gifted underachievers and the environmental factors which may foster or diminish success in school. It is argued that cognitive and affective variables do not operate independently and should not be considered in isolation from the environmental context of development. Further, gifted underachievers are not a homogeneous group, and some influences on achievement are situation‐specific and highly variable. Finally, implications for intervention are discussed in light of the need to view children's development not as a dichotomy of cognitive and affective change but holistically, as a complex interaction of child and environment. 相似文献
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The nature and correlates of underachievement among elementary schoolchildren in Hong Kong 总被引:2,自引:0,他引:2
This study investigated for the first time several characteristics of underachievement in a large sample of Hong Kong elementary schoolchildren. More males were identified as underachievers than females, but the ratio was substantially less than the two-to-one rate typically found in the American literature. The stability and persistence of underachievement increased during the elementary school years, and the stability of underachievement tended to be higher in subject matter that was relatively more difficult, which varied with gender. Underachievement became more specific to particular academic subjects rather than more general across the elementary grades. Parents and teachers, but not the children themselves, perceived that underachievers were more capable than same-grade nonunderachievers (who score lower on ability tests), although this awareness is more likely directed at male than female underachievers, which has been observed in other samples. In grades 1-4, teachers provided extra mentoring, communications, and support to underachievers. Thereafter, underachievers became more disruptive, impatient, and aggressive in school and perhaps at home. At that point, teachers became less supportive, offered less extra mentoring, and applied greater behavioral control over underachievers. Underachieving children also perceived that their parents became less supportive and used more discipline in grades 5-6 relative to grades 3-4. These correlates of underachievement suggests the existence of a syndrome of underachievement that separates underachievers from children who have the same grades but lower mental ability. 相似文献
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张顺梅 《扬州大学学报(高教研究版)》2006,10(5):91-93,96
非英语专业英语学习低分者普遍接受词汇应从上下文中学习的观念,并运用一些策略来加强记忆;英语学习高分者与低分者在策略运用上存在着显著差异;低分者词汇学习策略与测试成绩存在着较大相关性。 相似文献
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Identification of Underachievers in Hong Kong: Do different methods select different underachievers?
Although academic underachievement is a familiar topic in educational research, there is no consensus on how underachievers should be selected. This study aimed to compare different selection methods, absolute split method, simple difference score method, regression method and nomination, in the identification of underachievers from a sample of 126 Chinese Grade 7 students. The results indicated that the three different statistical methods showed high congruence in selecting underachievers, but nomination selected a different group of underachievers. It was suggested that, depending on research or intervention purposes, information from statistical methods and nomination might combine to provide a more comprehensive identification procedure. 相似文献