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当前,推进素质教育已成为必然趋势,如何使所有学生主动活泼地发展,是摆在英语教学工作者面前的一个重要课题。然而,纵观普通中学(特别是农村中学)初三阶段英语教学实际情况,两级分化现象不同程度地普通存在:落伍的学困生少则有15%—30%左右,多则40%以上,显然,要大面积提高英语教学是不现实的。实施何种补差策略,尽可能缩小差距,一直是困扰我们的难题。
At present, the promotion of quality education has become an inevitable trend. How to make all students active and lively development is an important topic for English teaching workers. However, looking at the actual situation of the third-level English teaching in ordinary middle schools (especially in rural middle schools), the phenomenon of two-level differentiation generally exists in varying degrees. For those who are left behind, there are as many as 15% to 30% of students with learning disabilities, and as many as 40%. Obviously, it is unrealistic to improve English teaching in a large area. It has been a difficult problem for us to replenish our strategies and minimize the gaps.