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在偏远地区,有些中学的英语教学面临一个难题:学生学习存在两极分化现象,表现为教学质量低、学生感到英语难学、老师觉得英语难教的状况。除了与客观条件(经济、文化、师资等)及学生个体的智力因素有关外,作者认为与非智力因素也有很大的关系。作者希望在教学实践中探索学习动机与学习效果之间的辩证关系,并遵循这一规律去开展教学,以期最大限度地避免学生出现两极分化的情况。
In remote areas, some middle schools have a difficult problem of English teaching: there is a polarization of students’ learning, which is manifested in the low quality of teaching, students’ difficulties in learning English and teachers’ difficulty in teaching English. In addition to the objective factors (economy, culture, teachers, etc.) and the individual’s intellectual factors, the author thinks there is a great relationship with non-intellectual factors. The author hopes to explore the dialectical relationship between learning motivation and learning effect in teaching practice, and follow this rule to carry out teaching with a view to avoiding the situation of polarization of students to the maximum extent.