论文部分内容阅读
我们所面对的每个学生都有一个丰富多彩、独一无二的世界,每个学生都有不同的成长背景、优势、不足、兴趣、风格、爱好以及需要。在教学实践中,相信许多教师都会有这样的发现,班级中一部分学生能积极主动参与教学活动,自学能力较强,良好的学习习惯也逐步养成。还有一部分学生学习能力、理解能力相对较差,不能灵活运用所学的知识,对学习不够主动。信息技术教学的根本任务则在于,使不同的学生有不同的发展,承认学生的差异,因材施教,分类指导。为此,我们本着让学生“能飞的飞,能跑的跑,能走的走,不能走的推一把”的思想,对不同的学生,设立不同的“成功”标准,坚持每位学生都要发展,但不求一致发展;每位学生都要提高,但不是同步提高;每位学生都要合格,但不必相同规格。在这种情况下,差异教学就显得十分必要了。
Each student we face has a rich and unique world. Each student has different backgrounds, strengths, weaknesses, interests, styles, hobbies and needs. In teaching practice, I believe that many teachers will have such a discovery. Some students in the class can actively participate in teaching activities, have a strong self-learning ability, and good learning habits are gradually developed. Some students have relatively poor learning and comprehension skills. They cannot use the learned knowledge flexibly and are not active enough in learning. The basic task of information technology teaching is to enable different students to have different developments, to recognize student differences, to teach students in accordance with their aptitude, and to provide guidance on classification. For this reason, we have set different “success” standards for different students in the spirit of allowing students to “fly, run, walk, and push.” Students must develop, but do not seek consensus; each student must improve, but not simultaneously; each student must be qualified, but not the same specifications. In this case, difference teaching becomes very necessary.