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伴随着新课程改革的快速发展,作为实验教师,我感受到课改成功的喜悦和推动课改的艰难。在实践的摸索中我遇到了这样的问题:学生中出现了两极分化现象——有的学生学得又快又好,而有的学生学得慢又没有真正掌握;有的学生解决问题时策略很成熟,还能考虑不同的可能性,而有的学生则不然;有的学生积极发言,而有的学生一声不吭。如何能有效处理学生之间的差异,使其“两极”的学生得到共同发展呢?我再次打开笔记,翻开课标,认真领会其内涵实质,下面我就自己的一些体会和大家共同商榷。一、教师要“爱”字当头
With the rapid development of the new curriculum reform, as an experimental teacher, I feel the joy of successful curriculum reform and the difficulty of promoting curriculum reform. In practical exploration, I encountered such a problem: the phenomenon of polarization appeared in students - some students learn fast and good, and some students learn slowly and not really grasp; some students to solve the problem strategy Very mature, but also consider different possibilities, while some students are not; some students speak actively, and some students silent. How can we effectively deal with the differences between students and make them develop together? I opened the notes again, opened the course standard and comprehended the essence of their connotation. Now I will discuss with myself some of my own experiences. . First, the teacher wants “love ” the word