HowtoPreventandRemedytheDifferentiation模板.docx

HowtoPreventandRemedytheDifferentiation模板.docx

《HowtoPreventandRemedytheDifferentiation模板.docx》由会员分享，可在线阅读，更多相关《HowtoPreventandRemedytheDifferentiation模板.docx（7页珍藏版）》请在冰豆网上搜索。

HowtoPreventandRemedytheDifferentiation模板

HowtoPreventandRemedytheDifferentiation

Atpresent,Englishasasubjectbeesmoreandmoreimportanttostudents.Inmanymiddleschools,teachersthrowgreatvigorintoEnglishteachingtodevelopstudents’capabilitiesofusingEnglish.Asaresult,manystudentslearnEnglishwellandcanusethelanguageskillfully.Butanumberofstudentscan’tkeepupwiththoseoutstandingstudentsandoverlookthebackwardstudents.Astimepasses,outstandingstudentsbeemoreandmoreremarkable,butthebackwardstudentsbeemoreandmorebackward.Thedifferenceofmiddleschoolstudents’Englishhasbeeamonproblemnowadays.

ThisthesisattemptstoworkoutsomewaystoimproveEnglishofthebackwardstudents.

I.Investigationandanalysis

Englishisoneofmajorsubjectsduringmiddleschoolstage.ButnoteverystudentissuccessfulinlearningEnglish.Allnormalchildrenarebornwiththeabilitytolearnlanguages.Dosomelearnershaveaspecialsecondlanguagelearningabilitywhichothersdonothave?

ItisNeufeld’sviewthattheabilitytolearnlanguages,whetherfirstofsecond,isinnateanddoesnotdiffersignificantlyfromindividualtoindividual.AmericanpsychologistTelmanmadeastudyin1528Americanexceptionallygiftedchildrensince1921.After30years,hefoundthatsomeofthemdidn’tmakegreatachievementwith150childrenwhomadegiganticachievementsandfoundthatthetwokindsofpersonshadthesimilarscoresinprimaryschoolandfromjuniormiddleschoolperiodthedifferentiationappeared.Thestudyindicatesthatreasondoesn’tmainlylieinintelligencefactors,butthenon-intelligencefactors.Non-intelligencefactorsmonlyrefertosubsidiaryfactorsthatdevelopstudents’intelligence,includingmotivation,interest,emotion,nature,andmethodetc….Ascientistoncesaid,itishowtoutilizeourcapabilitiestopromotetheprogressofworld,butnotthecapabilities.Thesentenceclearlyindicatesthatnon-intellectfactorshavegreatsignificancetopeople’sactivities.

ThosestudentswhohavethenormalintelligencefallbehindinEnglishlearningjustbecausethenon-intelligencefactorsinfluencetheirlearningofEnglish.Soweshouldfindtheconcretereasonsfromtheaspectofnon-intelligencefactors.

Imadeaquestionnaireinvestigationonstudents’psychologyandlearningstate.TheobjectoftheinvestigationistwoclassesofstudentsinSeniorIandthetotalnumberofstudentsis107.Itookbackallthequestionnaires

Lackdefinitelearningpurpose.

MostofbackwardstudentslearnEnglishperfunctorily.Theycanhardlyfocustheirattentiononlearningforalongtime,eveninfinitesimaloutsidestimuluswilldisturbthem,sothatthespeedoflearningslowsdownandthenumberofmistakesincreases.BecauselearningEnglishisnotthesestudents’intrinsicdemands.

Lackstaminaoflearning

Backwardstudentsgenerallyhaveweakwillpowerandlittlepatience.Theyarenotwillingtodoarduousstudy,butareaccustomedtogainingasuperficialunderstandingthroughcursoryobservation.Rarelydotheylookintothereasonsoferrorsandtheyalwaysmakethesamemistakes,Andtheyoftengiveuptheproblemswhichneedthemprobeinto.Manypoorstudentshavenointentionoflearningandoncetheymeetfrustration,theywillmuddlealongandtakealaissez-faireattitudeonlearningEnglish.Asaresult,theacademicrecordofEnglishgetsworseandworse.

LackinterestoflearningEnglish

Mostofbackwardstudents’moodsareintheinhibitionstateinEnglishclass.Theyareoftenabsent-mindedorevendaydreamintheclassroom.Theyforgetsomewordsandexpressionsandcannotunderstandteacher’sinterpretation.TheyfeeltheEnglishlessonisboring.Evenifsometimestheyareexcitedandactive,itisjustbecausethecontentisamusingandinteresting.

Easilygetnervous

PoorstudentshavenosolidbasisofEnglishknowledge,sotheyusuallykeepsilentintheclass.Whenteacherasksthemquestions,manyofthemeasilygetnervous.Thoughthequestioniseasytothem,theyaretoonervoustoanswer.Backwardstudentsalsowillbenervousduringtheexaminationortest.Theyoftencannotgiveplaytotheirmonabilities.Lookingatthepaperfullofquestions,someofthemevenwillforgeteverything.

Don’tmakefulluseofthetimeinclass.

Accordingtotheinvestigation,36,5percentofthestudentsdon’tmakefulluseofthetimeintheclass.Itisoneofmonmethodsadoptedbymanymiddleschoolstudents.Intheclass,theEnglishteacherinterpretsthelanguagepoints,dissectstheconnotationsoftheconceptsofgrammar,analyzestheimportantpointsanddifficultpointsandemphasizestheutilizationofEnglish.Butapartofstudentsareabsent-minded.Theyarenotabsorbedinlisteningoronlycarefortheexamplesentencesontheblackboard.Sotheycan