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探究式教学是当今公认的良好教学模式,它能够极大的提高学生的学习兴趣,给学生以很大的思维发展空间,但它对学生的学习基础要求也相应的提高了。对于学困生而言,他们很难进入探究的角色,对提出问题、设计实验等阶段感到无从下手,以致于效率低下,形成学困生。本文从心理学的角度和教学实践出发,就学困生的心理障碍、情感障碍等方面进行剖析,找出让学困生走出学习“沼泽地”的方法措施,从而全面提高学生素质,大面积提高教育质量。
Inquiry teaching is recognized as a good teaching mode nowadays. It can greatly improve the students ’interest in learning and gives students a great way to develop their space. However, it also raises the students’ basic learning requirements accordingly. For students with learning difficulties, it is difficult for them to enter the role of inquiry. They feel that they are unable to start the question, design experiments and other stages, resulting in inefficiency and poor students. This article from the perspective of psychology and teaching practice, psychological distress of students with learning disabilities, emotional disorders and other aspects of analysis, to find out the students learn to learn “marshes ” methods and measures to improve the overall quality of students, large Area to improve the quality of education.