补救教学的方法总结(精选).docVIP

补救教学，是指当教师在班级授课中无法同时顾及每位学生的学习基础和学习进度时，在确认某些学生的学习并未达到教师所预设的教学目标或其学习成就低于一般学生后，必须另外再针对这些未达到学习目标的学生采取其他更有效的教学策略，以期这些学生的学习能追上其他学生的平均水平的一种教学形式。补救教学是课堂教学的必要补充，也是贯彻因材施教原则的重要途径。到了高三，学生中英语学科的两极分化现象更为突出，因此，在该年级实施必要的英语补救教学，以期学生在高考中都能取得好成绩。 Remedial teaching, it is to point to as a teacher in the class teaching cannot at the same time consider the study basis and learning progress of each student, in confirmation of some of the students of learning preset by teachers did not achieve the teaching goal or after their learning achievement is lower than general students, must to go against these students that do not meet the learning goals take other, more effective teaching strategies, in the hope of the students can catch up with other students who study the average level of a form of teaching. Remedial teaching is a necessary complement to classroom teaching, is also an important way to implement the principle of their aptitude. By senior year, students in the English subject of polarization phenomenon is more prominent, therefore, necessary remedial English teaching in the grade, in order to students can get good grades in the college entrance examination. 补救教学的成败与多种因素有关。从补救教学的流程来看，需要做好以下几个方面的工作。 Remedial teaching is related to many factors of success or failure. From the perspective of a remedial teaching process, we need to do the following several aspects. 一、甄选补救对象 A, remedy the selection object 确定补救教学的对象是实施补救教学的前提。在确定补救对象时有必要先弄清需要接受补救教学的学生类型。台湾学者邹文莉、许美华47将需要接受补救教学的学生分为以下三种类型：学业低成就学生、学习困难学生、学习障碍学生。学业低成就学生是指其学业成就的水准明显低于其学习能力可以达到的程度，这类学生通常接近学生总数的四分之一，且年级越高比例越大；学习困难学生是指智力正常但在学习行为的表现上低于同年龄学生的水准或低于与其智能相当的水准的学生；学习障碍学生指生理或心理有严重障碍且直接影响其正常学习的学生。 Determine the remedial teaching object is the premise to carry out remedial teaching. In determining the remedies object is necessary to find out the students who took remedial teaching needs to accept type. Taiwan scholar Zou Wenli, Xu Meihua 47 will need to accept the remedial teaching of students is divided into the following three types