Analysis of effective control polarization so that rural junior high school English students with le.docx

Analysis of effective control polarization so that rural junior high school English students with le.docx

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AnalysisofeffectivecontrolpolarizationsothatruraljuniorhighschoolEnglishstudentswithle

AnalysisofeffectivecontrolpolarizationsothatruraljuniorhighschoolEnglishstudentswithlearningdifficultieshavenodifficultiestolearnand

PaperKeywords:

polarizationpoorstudentsintoeffectiveteachingAbstract:

Englishteachinginjuniorhighschoolstudentswithlearningdifficultiesintotheproblem,hasbeenahottopictoday,‘polarization’isnotonlynoslowconvergence,antiwasgettingworsefromJEFCtoGOFORIT,althoughtheversionofthetextbookdifferent,butthe‘polarization’phenomenonincreasing,accordingtoafewyearsofjuniorhighschoolEnglishteachingobservation,explorationandpractice,perhapsonlyacarefulanalysisofthereasonsfortheformationofstudentswithlearningdifficulties,totakearelativelyeffectivestrategytomaximizetheeffectivelydostudentswithlearningdifficultiesintowork.

NewtargetEnglish（GOFORITmaterialshavebeenusedformanyyearsandeachyearthelatestrevisionofteachingmaterialsarethere,therearemanywordsmissingremote,hardtopronouncesentencereduced,butaclassroom,therearesomanystilllearningEnglishgraduallyreducedtodifficultstudents,asEnglishteachinginaheavyburden.teachersshouldanalyzethereasonsforthegenerationofstudentswithlearningdifficulties,improveteachingmethodsandtheuseofeffectivestrategiestoenhanceeachstudent’sself-confidenceanddeterminationtolearnEnglish,sothateverystudentcanexperiencevaryingdegreesofsuccesstobringthejoyoflearningEnglish,andultimatelytoachievealargeareatoimprovethequalityofEnglishteachingpurposes.

First,the‘Englishstudentswithlearningdifficultiesbecauseofthere-analysisofproductionSomejuniorhighschoolEnglishteacher,theEnglishlanguagecausesstudentswithlearningdifficulties,Englishlanguageteachinginprimaryschoolsduetotheunevenfact,isnotentirelycorrect,becausethenewtargetofthefirstsemesterofseventhgradematerials,andclearlybothbasisofpoorEnglishtoelementaryschoolstudents’learningneeds.So,intheendwhynot?

carefulanalysis,maybethefollowing:

（ApassionforlearningEnglishwasdenied,notlearningmethodFromthebeginningofseventhgradeEnglishclass,almostallstudentsarefranticallyopeningloudlyread,happytoparticipateinclassroominteractioninEnglishdialogue.WiththecontinuedteachingofEnglish,teachingcontenttodeepenourteachersarrangedinlargequantitiesofrepetitivecopyingmachineoperations,fornewwords,studentswillnotread,askstudentstomemorizespelling,dictation,butoffforthewordstudentsrelyoncrudemeasuresofmandatorypenalties,tocompelhimtorotelearning,teachingstudentstounderstandthedialogueornotshort,itwasamandatoryrequirementtoreciteeverydaytocheck,forfearoflearningEnglishthroughEnglishlearningUnderachievers,failedtogivetimelyencouragementandpositivefeedback,notonthesidetohelpstudentsanalyzetheirpositioninEnglishclassdonotliketherootcauseof......,allthesemethodsmaynotleadstudentstolearnEnglish:

thewordsbyrote,ofgrammar,sentencetypemechanically,adifficultyarisesfearofhardship,lossofconfidenceandinterestinlearningEnglish;negativeattitudeinaction,sothatlearningEnglishisbecomingincreasinglydifficult.

（TwoteachersteachingoutsidetheclassroombehaviorofatiredandineffectiveMostofourEnglishteachersaroundthethroathoarse,hisfacegrim.FromearlyinthemorningforMorningReadingmanagementtopreparelessons,classes,conversion,batchvolume,after-schoolcounseling,feeltired,buttheresultssowhat?

Somestudentsoftencannotcompletethework,after-schooldoesnotreview,self-governancecapacityandpoorstudyhabits,schoolsleep,escape,againsttheteacher,theteacher’sbehaviorwithoutunderstandingandrecognitionofstudentsfromtheclassroomteachingpointofview,someofourteachershavenotchangedfromteachingtheconceptofideology,thethemselvesintheclassroomisstilltheleadingrole,thestudentspassivelylisten,remember,classroomprocessdull,boring,feweropportunitiesforstudentstoparticipateinpractice.nottoteachstudentsandtheformationofeffectivelearningmethodsandstrategiestohelpstudentsdevelopgoodstudyhabits,learningskillstomastercorrectEnglish,todeveloptheirstrongwill,theclassroomtothestudentstheopportunitytopractice.

（ThreeteachersandparentsofstudentswithlearningdifficultiesleadtotheattitudeofstudentstoacceleratelearningdifficultiesTeachersofstudentswithlearningdifficultieswhodonotlearntherightattitudeisanimportantreasonforslowprogressifteachershatestudentswithlearningdifficulties,whilethetopstudent,butpreferenceforme,itwillcauseastrongaversiontolearningdifficulties,itisdifficulttostimulatetheirlearningmotivationandinterestinlearning,easytomakethemproduce,suchasregret,depression,anxiety,fear,sadness,hatredandothernegativeemotions.Overtime,theenthusiasmofthesestudentsdisappear,affectingtheclassroomatmosphere,blockingtheprocessofclassroomteaching,leadingteachersteaching,learningandgrowtharenotgood,whileatthesametimemostparentsarenotawareoftheimportanceoflearningEnglish,butusuallywithverylittlesupervisionoftheirchildren’steacherstolearn,oreventhatgoodorbadgradesinschoolchildrenandteachersresponsibilities,hasnothingtodowiththeirparents,makingthepotentialofthesestudentscannotfullyplayout,asanotherclassofEnglishstudentswithlearningdifficulties.

（Fourstudentsforlearningandlifecompletelyabandon,isthemostseriouscauseThephenomenonofEnglishsubjectsappearweakstudentscanbedividedintotwocategories:

1,normallearningofothersubjects,evenexcellent,butonlyweak.2English,allsubjectsoverallweak,alsoappearmoralandbehaviorspecificationsarefullyoutofcontrolfortheformer,becausethestudentsdidnotstoplearning,sotochangetheirEnglishlearningsituation,shouldberelativelyeasy,whileforthelatter,manyEnglishteachers,includingclassroomteachersandteacherofothersubjects,naturallyBlame,coulddonothingwhilethisgroupstudentsintheclassofthenegativeimpactthebanwillleadtoanincreaseinstudentswithlearningdifficulties,students‘polarization’phenomenonintensifiedandcontinuingintotheviciouscycle.

Second,theeffectiveconversionofpoorstudentstoexploreanotherstrategy（Iunderstand‘learningdifficulties’,theestablishmentofharmoniousrelationsbetweenteachersandstudents1,therightmedicine,thedevelopmentofnon-intellectualfactors

Thefaceofpoorstudents,asteachers,wemusttaketheinitiativetolookforthemtotalk,tounderstandthesituation,andinlearningtogiveadequatecareinthesubjective,theteachershouldnotbe‘learningdifficulties’asaburden,notdespisethem,donotregardlessoftheirlaissez-faire,tounderstandtheirstrengths,hobbies,findthem‘brightspot’andmorepraise,encouragement,inordertoenhancetheirself-confidence.

2,learntounderstand,respect,tolerance,treat‘learningdifficulties’

Teachersatalltimespayattentiontocontrollingtheiremotions,notanger,notimpatience,avoidtheuseoflecture,studentself-esteemdamageanddegradinglanguage.These‘learningdifficulties’studentsintheclassoftendespised,scoldedbytheirparentsathomeareoften,andmyheartthereisasenseofoppression,intheschoolareweary,self-confidenceisnotstrong.ofthese‘learningdifficulties’,teachersshouldtaketheinitiativetotaketheappropriateformtoencouragethemtolearn.

（Bcarefullessonpreparation,theuseofsubjectcharacteristicstostimulate‘learningdifficulties’interestandcuriosityinlearningWherethereisnocuriositythereisnoschool.Nointerestinlearningandcuriosityofthestudentswillnotbeaccomplished,therefore,todevelopstudents’interestandcuriosityisthekey.EnglishteachersofstudentslearningEnglishasaguide,thepositionandaveryimportantroleintheactualteachingprocess,studentswilloftenfocusoninterestsandhobbies,forexample,abouteightinthenext,whenthefirstunit,letstudentsfindinformationontherobotsandthefuturetheywantrobottypes,theyareveryinterestedtohear,haveInternetaccessorviewbooksandmagazines.classraisedhishandandisinfullflight,whileusuallyveryself-confident‘learningdifficulties’performancewasalsoveryprominent,enthusiasticallyhanduptoanswer,fightforthechancetoshowthemselves.SotheyhadtolearnEnglishmoreandmoreintenseinterestintheexpressionofdesire,whileEnglishstudentsaroundthesubjectitselfisthetopicaroundtostart,onlyfor‘poorstudents’tolearnedinterested,thereiscuriosity,canreallylearnsomething.

（Cwillpowertoenhancelearning,developgoodstudyhabits1,toimprovepoorstudentslearningmotivation,learningexercisetheirindomitablewillpower

Examinationresultswilldirectlyaffectthepoorstudentsinlearning.Oncetheyunsatisfactoryresults,willbedepressedmoodorevenloseconfidenceinlearning.Studentswithlearningdifficulties,theyaredifficulttoaccepttheemotionalfrustrationorexperiencewasmorethaneugenicsmore,toovercomenegativeemotions,andachievedgoodlearningresults,wemustrelyonwillpower.Thus,inthetransformationprocess,teachersshouldenhancetheirlearningconfidence,developtheirspirittoovercomedifficultiesandlearnperseverance.tofocusontheencour