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一、现实意义义务教育的普及,要求所有适龄儿童、少年读完九年义务教育。可现行下的义务教育又离不开应试教育,尤其是农村中学的学生,在成绩面前,很多学生失去了学习的自信,丧失了学习的乐趣,感受不到学习的快乐和成就感,造成学生厌学辍学现象比比皆是。调查发现,偏僻落后学校的学生接受得慢,师资力量薄弱每班总有十来个啥也不学的。学校“差生”流失严重,包保老师亲自去学生家里动员,补课也收效甚微,控辍工作难做到了极点。我们了解到问题的关键就是学生在学习上找不到乐趣,缺少成就感。于是,在几度学习洋思、杜郎口以及昌乐的成功课改经验后,提出
First, the practical significance of the popularization of compulsory education, requiring all school-age children, juveniles to complete nine years of compulsory education. Under the existing compulsory education is inseparable from exam-oriented education, especially in rural middle school students, in the face of scores, many students lost their confidence in learning, lost the joy of learning, feel the joy of learning and sense of accomplishment, resulting in students Weariness dropouts phenomenon abound. The survey found that out-of-school children in schools lag behind and teachers are weak. There are always 10 or so classes in each class. Schools “poor students ” loss of serious, Bao Bao teacher personally mobilized to the students at home, remedial classes also have little effect, stop controlling work hard to achieve the extreme. We understand that the crux of the problem is that students can not find fun in learning and lack sense of accomplishment. So, after a few degrees to learn the thinking, Du Langkou and Changle successful curriculum reform experience, put forward