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一、学生合作化分层建组我校地处城乡交界的吴江经济开发区,外来务工子女较多,学生基础薄弱,素质参差不齐,学生学习的主动性和自觉性普遍较差。同时,受课堂时间等限制,数学课堂教学提供给不同层次学生的学习机会是有限的,因此在实际教学中,笔者通过分析所在班级学生的现状,决定在任教班级数学课堂教学中进行分层教学。开学两个星期后,笔者对所教班级学生进行了一次数学水平测试,依据这次成绩,笔者将初一(3)班50名学生分成基础层、发展层、
First, the cooperation of students stratified group construction Our school is located at the junction of urban and rural Wujiang Economic Development Zone, migrant workers more children, weak students, quality varies, student learning initiative and consciousness generally poor. At the same time, due to the limitation of classroom time and so on, the chances of mathematics classroom teaching to different levels of students are limited. Therefore, in actual teaching, the author analyzes the current situation of the students in the classroom and decides to carry out the teaching in different levels . Two weeks after the commencement of the school, I conducted a math test on the students of the classes taught. According to the results, I divided the 50 students in the first grade (3) into the basic level, the development level,