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怎样帮助小学二年级的学习困难儿童排除学习数学应用题中的障碍,促使他们在外部条件的干预下,得到较大限度的发展?为探索这一问题,我们对二年级的10名学习困难儿童进行了为期四周的教学干预。经过干预,他们的应用题专项测试成绩由平均分40.6提高到69.5,其中8人达到班级的中等水平,仅2人仍处于落后状态。被干预的绝大多数同学,基本掌握了第四册教材中例题、习题的解题方法,达到《大纲》有关方面的要求。这些在学习上屡遭挫折,且家庭文化背景不良的儿童为什么能摆脱落后,走出困境,跟上正常的学习进度呢?我们主要采取了以下几项措施:
How can we help children with learning difficulties in the second grade of primary schools to exclude the obstacles in the application of the mathematics learning problems so as to promote them to a greater extent under the interference of external conditions? To explore this issue, we asked 10 children in learning difficulties A four-week teaching intervention was conducted. After intervention, their application test scores increased from an average of 40.6 to 69.5, of which 8 reached the medium class level, only 2 were still in a backward state. The vast majority of students who were intervened basically mastered the solution to problems of exercises and examples in the fourth volume of teaching materials and met the requirements of relevant parties in the Outline. Why can these children, who have suffered many setbacks in their studies and have poor family culture, get out of their predicament and keep up with the normal progress of their studies? We mainly take the following measures: