语文是一门注重感性与理性相结合的学科,但不同的人对于相同或不同问题的感性认识与理性认识是不大可能完全一致的,或者说是千差万别的。因而,在语文课堂教学的过程中,由于学生接受能力的差异以及感性、理性认识的差异,必然导致教学效果在不同学生身上会有差异。实践证明,任何一个教学班,由于学生的基础知识、基本技能、个性素质的不同,从而决定了学生的认知过程、认知结果也不相同,便形成了“好、中、差”三类学生,后者在学习中出现困难,通常被称为“学困生”。我认为,有的放矢的“补差”方法是“分层教学,分类辅导”。这一方法源于“因材施教”的原则。 Language is a discipline that focuses on the combination of sensibility and rationality, but it is unlikely that different people will have perceptual or rational understanding of the same or different issues in exactly the same way or in different ways. Therefore, in the process of Chinese class teaching, due to the difference of students’ ability to accept and the difference of sensibility and rationality, the effect of teaching will inevitably be different among different students. Practice has proved that any teaching class, due to the students’ basic knowledge, basic skills, individual qualities of different, thus determining the cognitive process of students, the cognitive results are not the same, they formed a “good, good, bad” Three types of students, the latter difficulties in learning, often referred to as “poor students ”. In my opinion, the targeted “remedial” approach is “hierarchical teaching, classified counseling.” This method stems from the principle of “teaching students according to their aptitude.”