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一九八二年下半年,我接受了一个基础很差的五年级班的语文教学工作。这个班是由这样两个基本部分组成的:一是从一所丧失了办五年级条件的大队学校“搬”过来的一个班,计25名学生。二是本校三个毕业班未考上初中的22名学生,另加五名转学生(其中3名是特差生),共52名。这是全乡一致公认的教学起点最低的班级。这个班学生平均年龄超出平行班一岁半,平均身材较高,体力较强,在体育上更是人材济济,参加乡、县、市小学生运动会的主力队员,大多在这个班。而这些运动员的学习成绩几乎一贯“挂红灯”,人们称他们为“四肢发达,头脑简单”。我接下了这个班。经过一学年坚持不懈的艰苦探索,使这个基础很差的班级发生了显著的变化。
In the second half of 1982, I accepted the teaching of Chinese in a very poor fifth grade class. The class consisted of two basic components: a class that was “moved” from a brigade school that had lost its fifth grade and counted 25 students. Second, 22 graduating students from three graduation classes of our university did not attend the junior high school, plus a total of 52 transfer students (3 of whom were Temsheng students). This is the unanimously recognized as the lowest teaching starting point class. The average age of students in this class is more than one and a half years of parallel classes, the average height is higher, physical strength is more talented in physical education, participate in the township, county and city primary school games, the main players, mostly in this class. These athletes almost always “study the red light,” people call them “well-developed limbs, simple-minded.” I took the class. After a year of persistent and painstaking exploration, the poor foundation class has undergone significant changes.