摘要
三年级学生学习成绩分化具有普遍性、典型性和持续性等特点,在小学阶段,三年级学生学习成绩的分化,既是一次分化的裂变,又是一次分化的奠基。对三年级学生学习成绩分化现象的研究与认识,只有立足于三年级的整体改造的基础上,才能深度解读三年级学生学习成绩的分化成因,把握诸因素的特点和规律,控制、管理并改造三年级的教育教学,最终在"教"与"学"相向趋近式的互通中,实现教与学的和谐均衡发展。
Learning achievement polarization of third-grade students is characterized by universality,typicality and continuity.Study on this phenomenon must be based on the whole innovation of the third grade so that causes can deeply be interpreted,and different characteristics and disciplines can be made clear.To realize the harmonious and balanced development of teaching and learning,the third-grade education and instruction should be controlled,managed and reformed in the interconnection of teaching and learning.
出处
《江苏教育研究》
2012年第4期41-46,共6页
Jiangsu Education Research
基金
江苏省教育科学"十一五"规划重点课题"小学三年级学生学习成绩的分化成因及对策研究"的研究成果(课题主持人:徐健湖
课题批准号:B-a/2006/02/032)
关键词
小学三年级
学习成绩分化
学习适应力
primary grade three
learning achievement polarization
learning adaptation
