关注分组学习中迟开的花朵--谈小学语文分组教学中如何实施个性化阅读

• 作 者: 姜蕾
• 机 构: 泗阳县八集小学,
• 出 处: 考试周刊
• 发表日期: 2015年57期
• 关键词: 分组学习 花朵 小学语文 分组教学 个性化 弱势群体 合作学习 阳光 学生发展 合作探究 优生 小组 农村 目标 课堂 光照 构建

分组合作学习中,每组中都有部分优生的踊跃表现,常常让一部分学习后进的学生默默无语,很难有露脸的机会,这就是分组合作学习中的弱势群体。弱势群体是那阳光下迟开的花朵,这些孩子在小学尤其农村小学为数不少,特别需要关爱、需要成长、需要阳光照耀他们。课堂中,在传统分组学习中构建更动态的合作探究小组,让这些迟开的花朵提前学习、勇于参与、真实合作,实现“促进每一位学生发展”的课改目标。新课程标准对个性化阅读明确进行了解读,笔者深深认

Group cooperative learning, each group has some eugenics enthusiastic performance, often let some students learning retreat speechless, it is difficult to have the opportunity to show their faces, this is the group cooperative learning disadvantaged groups. Disadvantaged groups are flowers that bloom lately in the sun. These children are quite a few in elementary schools, especially in rural primary schools. They need special care and need to grow and need sunlight to shine upon them. In the classroom, we should construct a more dynamic cooperative inquiry group in the traditional grouping study so that these late blooming flowers can learn ahead of time, courage to participate in and collaborate truly, and achieve the goal of curriculum reform “to promote every student”. The new curriculum standard interpretation of personalized reading clearly, I deeply recognized