談學(xué)困生問(wèn)題及應(yīng)對(duì)教育措施

1、談學(xué)困生問(wèn)題及應(yīng)對(duì)教育措施小學(xué)生學(xué)習(xí)困難問(wèn)題是指由于社會(huì)狀況、家庭背景、學(xué)校教育以及個(gè)人認(rèn)知能力、情緒、生理等多種因素造成的學(xué)生學(xué)習(xí)狀況不良或落后的狀況。一般把智力正常，但學(xué)習(xí)效率比較低稱為學(xué)困生。學(xué)困生問(wèn)題是目前必須密切關(guān)注和加以解決的教育問(wèn)題。以往我們?cè)诮虒W(xué)中經(jīng)常遇到的差生、學(xué)習(xí)落后生、學(xué)習(xí)不良生、厭學(xué)生以及學(xué)習(xí)障礙等諸多表現(xiàn)基本上都應(yīng)屬于學(xué)困生問(wèn)題。我認(rèn)為學(xué)困生典型的表現(xiàn)主要還是兩類：一是學(xué)不會(huì)，二是不想學(xué)。而我們?cè)诮虒W(xué)中遇到的學(xué)困生多數(shù)表現(xiàn)則屬于典型的想學(xué)，但學(xué)習(xí)效率低的學(xué)困生，不想學(xué)的應(yīng)屬于少數(shù)。對(duì)于如何解決中小學(xué)生學(xué)習(xí)困難問(wèn)題，專家們通過(guò)建立新型的校本研究模式：基于學(xué)科教學(xué)的校本研

2、究；基于學(xué)生發(fā)展的校本研究及中小學(xué)教育銜接問(wèn)題等系統(tǒng)的階段研究，提出了科學(xué)的應(yīng)對(duì)教育策略和具體的干預(yù)措施。根據(jù)專家指導(dǎo)方案及本人在以往教學(xué)中的體會(huì)對(duì)于如何應(yīng)對(duì)中小學(xué)生學(xué)習(xí)困難問(wèn)題的針對(duì)性教育措施提出如下個(gè)人見(jiàn)解：一、 要切實(shí)關(guān)注和正確對(duì)待學(xué)困生對(duì)于學(xué)習(xí)成績(jī)優(yōu)秀生幾乎是人見(jiàn)人愛(ài)，無(wú)論教師、家長(zhǎng)、同學(xué)之間，學(xué)習(xí)成績(jī)優(yōu)秀生一直是處于優(yōu)勢(shì)地位。而學(xué)困生就沒(méi)那么幸運(yùn)，由于他們學(xué)習(xí)成績(jī)的相對(duì)落后及對(duì)周圍環(huán)境的不和諧等因素而往往處于劣勢(shì)地位。這時(shí)的關(guān)鍵是教師將如何對(duì)待學(xué)困生的態(tài)度。那么教師應(yīng)該尊重、信任、關(guān)心愛(ài)護(hù)而不是冷落甚至以歧視不歡迎的態(tài)度對(duì)待學(xué)困生。教師應(yīng)平等對(duì)待，要加倍關(guān)心愛(ài)護(hù)，不可另眼看待，幫助他

3、們克服自卑心理等不良表現(xiàn)，盡量消除他們的心理障礙及周圍的偏見(jiàn)，以激勵(lì)其爭(zhēng)取學(xué)習(xí)進(jìn)步的信心和決心。二、 深入了解分析造成學(xué)習(xí)困難的原因具體了解學(xué)困生在學(xué)習(xí)的哪些方面存在困難，受那些主客觀條件的影響，如學(xué)生智能水平的發(fā)揮努力程度、心理壓力或缺乏動(dòng)力等原因，也可能是由于學(xué)校教師教學(xué)策略、家庭環(huán)境、人際關(guān)系等方面因素的影響。只有找到相應(yīng)的根源才能采取針對(duì)性的，有效的教育措施。三、根據(jù)特點(diǎn)因材施教學(xué)生的發(fā)展是有差異的，學(xué)困生的情況是復(fù)雜而不相同的。應(yīng)根據(jù)他們的學(xué)習(xí)基礎(chǔ)、各學(xué)科成績(jī)等具體情況和表現(xiàn)，特別是根據(jù)他們的個(gè)性表現(xiàn)，如活潑型、孤獨(dú)型、偏激型、自卑型等個(gè)性特點(diǎn)采取不同的教育措施，既可以從曉理入手，也

4、可以從動(dòng)情入手，導(dǎo)行或培養(yǎng)意志等方面入手，特別是針對(duì)具體學(xué)科的學(xué)習(xí)狀況，注意教育過(guò)程的階段和反復(fù)，有步驟且耐心地引導(dǎo)，促其向好的方向轉(zhuǎn)化。四、多方配合因勢(shì)利導(dǎo)作學(xué)困生的轉(zhuǎn)化工作，要注意調(diào)動(dòng)一切可以利用的教育因素，包括學(xué)生信任的老師、朋友、同學(xué)及家長(zhǎng)多方配合，以利形成良好的教育環(huán)境，因勢(shì)利導(dǎo)，形成合力，及時(shí)改變他們的不利處境，融入和諧的群體，不斷取得進(jìn)步和優(yōu)良成績(jī)。五、善于發(fā)現(xiàn)學(xué)困生的閃光點(diǎn)教師要抓住一切有利的教育機(jī)會(huì)，善于發(fā)現(xiàn)學(xué)困生的閃光點(diǎn)，要及時(shí)和充分肯定他們的優(yōu)點(diǎn)和得之不易的成績(jī)，激發(fā)他們的自尊、自愛(ài)和自信，充分發(fā)揮其潛能，改進(jìn)學(xué)習(xí)方法，增強(qiáng)他們的自我教育能力，不斷鞏固和發(fā)展教育成果。對(duì)學(xué)

5、困生問(wèn)題要認(rèn)真研究，積極探索，相信中小學(xué)生學(xué)習(xí)困難問(wèn)題研究一定可以不斷取得新成果，幫助學(xué)困生克服學(xué)習(xí)中的困難，促進(jìn)健康全面發(fā)展，走向成功之路。 tgz7r4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgshls50clmtwn60eo8wgqv7xav2ohum32wgeauwydiawgmer4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgz7r4i30ka1dkagtgk tgz7r4i30ka1dkaghn3xtkknbycudxqa7fhyi2chhi92tgkqcwa3ptgshl

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