浅谈学困生的转化——以笔者所带的一名学生A为例

Conversion of Students with Learning Difficulties: Taking a Student A as an Example

学困生,是指那些在学习方面有困难的学生。这种类型的学生在学习中表现出吃力的情况,反映在考试中则是成绩不高、上课跟不上老师的讲课进度。造成学困生的原因有很多,包括智力、情感、行为习惯、学习态度、性格等方面因素[1,2]。作为一名教师,学困生的转化是教师的工作与责任,只有认真把这项工作落到实处,才能保证全体学生都得到全面发展,完成教学的根本任务[3]。这其中由于教师的时间和精力有限,再加上后进生本身存在一些问题,导致一些后进生的转化是一个长期的过程。家长看到自己孩子的学习成绩迟迟没有起色难免会有焦急的情绪,这时候课外辅导机构起到了一个补充作用。笔者在大学毕业后就职于一家课外辅导机构,该教育辅导机构为全国连锁,主要做小学至高中科目的一对一辅导,与其他辅导机构不同的是,该机构不会以提分为最主要的目的。或许其他辅导机构在应试教育的背景下把给学生提分看成是最主要的目的,在他们看来,"分数改变命运"。的确,这句话在某种层面没有错误,但是从长远考虑,学生的全面发展仅仅是靠分数的提高就能够达到的吗?答案是否定的。尤其是对于后进生的转化,如果仅仅以分数去衡量他们的进步,那么他们或许会越来越没有自信。我们辅导机构尊重学生的个性化发展,为每一个学生提供针对性的辅导方案,找到学生的闪光点,因材施教,让学生重拾学习的信心,这样才能更大程度地激发学生学习的潜能,让他们更有动力地去学习,取得了进步之后自信心会得到进一步增强,从而形成一种良性循环,对于学困生的转化也随之形成。本文以笔者就职的课外辅导机构所带的一名学困生A为例,对她一开始刚来辅导机构的学习现状进行分析,针对此,笔者制定相应的辅导方案,对她的不良学习习惯进行转化,使得她最终在高考中取得满意的成绩。对这一过程进行分析,以期给教师在学困生转化方面提供一些指导建议。

Students with learning difficulties refer to those who have difficulties in learning.This kind of student shows the laborious situation in the study,reflects in the examination is the result is not high,the class cannot keep up with the teacher's lecture progress.There are many reasons for the students with learning difficulties,including intelligence,emotion,behavior and habits,learning attitude,personality and other factors.As a teacher,the transformation of students with learning difficulties is a teacher's work and responsibility.Only by earnestly putting this work into practice,can all students be guaranteed to develop in an all-round way and complete the fundamental task of teaching.Because of the limited time and energy of teachers and the problems of the underachievers themselves,the transformation of some underachievers is a long-term process.Parents will feel anxious when they see their children's slow learning.At this time,extra-curricular counseling institutions play a supplementary role.The author worked in an after-school counseling institution after graduation from university.The educational counseling institution is a national chain,which mainly provides one-to-one counseling for subjects from primary school to senior high school.Unlike other counseling institutions,this institution will not take the promotion as its main purpose.Perhaps other counseling institutions regard grading as their main purpose in the context of exam-oriented education.In their view,"grading changes fate".Indeed,this sentence is good at some level,but in the long run,students'all-round development can only be achieved by improving their scores.The answer is No.Especially for the transformation of underachievers,if only to measure their progress by scores,then he may become less and more confident.Our counseling institutions respect the personalized development of students,provide targeted counseling programs for each student,find out the shining points of students,teach students in accordance with their aptitude,and let students retest their confidence in learning.Only in this way can students'learning potential be stimulated to a greater extent,so that they can study more dynamically,and self-confidence will be further improved after making progress,thus forming a virtuous circle,and the transformation of students with learning difficulties will also be formed.In this paper,the author takes A,a student with learning difficulties,as an example,to analyze the learning situation of the student who just came to the counseling institution at the beginning.In view of this,the author formulates the corresponding counseling program,transforms her bad learning habits,and finally makes her achieve satisfactory results in the college entrance examination.This process is analyzed to provide some guidance and suggestions for teachers in the transformation of students with learning difficulties.