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小学三年级学生的学习成绩往往会出现明显的分化现象,这种分化有其客观性,也有主观性。围绕学习主体的认知系统与外部教学因素的适配关系,对原有三年级的教与学进行弥补、调整、优化与重建,提高诸因素的个体效能和教学的整体效能,赋予三年级教学更多、更新、更优的价值、功能与品质,提高三年级学生内部认知系统的适应机能,逐步消减学生学习的依赖性,不断提升教学外因与内因互动与平衡的最佳适度,从而消缓学习成绩分化,提升三年级的整体教学质量,促进儿童的健康发展。
Primary school third grade students tend to have significant differences in academic performance, this differentiation has its objectivity, but also subjectivity. Focusing on the adaptive relationship between the cognitive system of the main body of learning and the external teaching factors, we make up, adjust, optimize and rebuild the original teaching and learning in the third grade to improve the individual efficacy and the overall teaching effectiveness of the various factors, Improve the adaptability of third-graders ’internal cognition system, gradually reduce the dependency of students’ learning, improve the optimal moderation and smoothness of interaction and balance between external and internal factors of teaching Differentiation of academic performance, improve the overall quality of teaching in the third grade and promote the healthy development of children.