学习困难学生教育转化的“反弹现象”反思

发布时间：2018-04-18 00:29

本文选题：学习困难学生 + 教育转化　；参考：《教育理论与实践》2017年23期

【摘要】：学习困难学生教育转化的反弹现象可划分为动机性反弹、外源性反弹与策略性反弹三种类型,每一种反弹类型的背后都存在着相应的教育误区。长久以来,教师对学习困难学生的教育转化工作已形成固定程式,其中,因材施教、榜样激励、赏识策略是教师用于对学习困难学生教育的主要方法与技术手段。然而,对它们的认知错误和实施不当也成为了学习困难学生转化的反弹成因。教师因材施教中的学习需要与学习期待分离,榜样激励的方式错误以及赏识策略的批量化问题都应给予足够重视,需要针对学习困难学生教育转化的反弹现象做出正确归因,分析相关教育措施的使用误区,从而改善学习困难学生教育转化的反弹状况。
[Abstract]:The phenomenon of rebound in educational transformation of students with learning disabilities can be divided into three types: motivation rebound, exogenous rebound and strategic rebound, and there are corresponding educational misunderstandings behind each kind of rebound.For a long time, teachers have formed a fixed program for the educational transformation of students with learning disabilities. Among them, teaching according to their aptitude, encouraging example and appreciating strategies are the main methods and technical means used by teachers to educate students with learning disabilities.However, their cognitive errors and improper implementation have also become the causes of the students with learning disabilities.Teachers' learning needs in accordance with their aptitude should be separated from their learning expectations, the mistakes in the way of example encouragement and the evaluation of appreciation strategies should be paid enough attention to, and the correct attribution should be made in view of the rebound phenomenon of the educational transformation of students with learning disabilities.This paper analyzes the misunderstandings in the use of relevant educational measures, so as to improve the rebound of educational transformation of students with learning disabilities.
【作者单位】：福建师范大学生命科学学院;
【分类号】：G451

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