1、补救教学，是指当教师在班级授课中无法同时顾及每位学生的学习基础和学习进度时，在确认某些学生的学习并未达到教师所预设的教学目标或其学习成就低于一般学生后，必须另外再针对这些未达到学习目标的学生采取其他更有效的教学策略，以期这些学生的学习能追上其他学生的平均水平的一种教学形式。补救教学是课堂教学的必要补充，也是贯彻因材施教原则的重要途径。到了高三，学生中英语学科的两极分化现象更为突出，因此，在该年级实施必要的英语补救教学，以期学生在高考中都能取得好成绩。Remedial teaching, it is to point to as a teacher in the class teaching c
2、annot at the same time consider the study basis and learning progress of each student, in confirmation of some of the students of learning preset by teachers did not achieve the teaching goal or after their learning achievement is lower than general students, must to go against these students that d
3、o not meet the learning goals take other, more effective teaching strategies, in the hope of the students can catch up with other students who study the average level of a form of teaching. Remedial teaching is a necessary complement to classroom teaching, is also an important way to implement the p
4、rinciple of their aptitude. By senior year, students in the English subject of polarization phenomenon is more prominent, therefore, necessary remedial English teaching in the grade, in order to students can get good grades in the college entrance examination. 补救教学的成败与多种因素有关。从补救教学的流程来看，需要做好以下几个方面的工作
5、。Remedial teaching is related to many factors of success or failure. From the perspective of a remedial teaching process, we need to do the following several aspects. 一、甄选补救对象A, remedy the selection object 确定补救教学的对象是实施补救教学的前提。在确定补救对象时有必要先弄清需要接受补救教学的学生类型。台湾学者邹文莉、许美华 47 将需要接受补救教学的学生分为以下三种类型：学业低成就学生、学习
6、困难学生、学习障碍学生。学业低成就学生是指其学业成就的水准明显低于其学习能力可以达到的程度，这类学生通常接近学生总数的四分之一，且年级越高比例越大；学习困难学生是指智力正常但在学习行为的表现上低于同年龄学生的水准或低于与其智能相当的水准的学生；学习障碍学生指生理或心理有严重障碍且直接影响其正常学习的学生。Determine the remedial teaching object is the premise to carry out remedial teaching. In determining the remedies object is necessary to find out t
7、he students who took remedial teaching needs to accept type. Taiwan scholar Zou Wenli, Xu Meihua 47 will need to accept the remedial teaching of students is divided into the following three types: low academic achievement of students, learning difficult students, learning disability students. Low ac
8、ademic achievement of students refers to their academic achievement level significantly lower than their learning ability can achieve the level of, these students usually close to a quarter of the total number of students, and the greater the grade, the high proportion; Learning difficulties student
9、s refers to normal http:/ http:/ http:/ intelligence but lower than the same age students in learning behavior performance level or below with its intelligent level of the students; Learning disabilities students refers to the physical or psychological have serious obstacle and directly affect their
10、 normal learning of students. 一般认为，学习障碍学生是特殊教育帮扶的对象，普通教育多半无法显著改善学习障碍学生的表现，故高三英语补救教学通常不必将这类学生考虑在内，而是只将补救教学的对象集中于前两类学生即可。不过，也有一些学者将学业低成就学生和学习困难学生直接归于一类。他们认为学业低成就学生之所以学习的效果低于应当的水平肯定与学习过程中的表现不佳有关，他们的学习行为表现与学习困难学生并无二致。比如，从外显特征来看，都有目标不明、兴趣不浓、注意力不集中、耐心不足、情绪不稳、纪律观念不强等问题；从心理特质看，都有自我概念较差、自我贬抑、容易焦虑、社会适应能力弱等问题；
11、从学科特质看，都有偏科、记忆策略欠缺、容易受母语干扰等问题。实践中很多一线教师也很少将学业低成就学生和学习困难学生严格区分开来，而是把这两类学生统称为“学困生” 。It is generally believed that learning disability students is a special education support object, general education mostly unable to dramatically improve the performance, learning disabilities students three English re
12、medial teaching usually dont have this kind of students into consideration, but only to remedial teaching object focuses on the first two class students. However, there are also some scholars will lower academic achievement and learning difficulty students directly to a class. They think that the ef
13、fect of low academic achievement of students are learning below should be the certainly is associated with poor performance of the process of learning, their learning behavior and learning difficult students did. From explicit characteristics, for example, have clear goals, interest is not strong, i
14、nattention, lack of patience, mood swings, discipline concept is not strong, etc; From the psychological traits are poor self-concept, self abasement, easy problems such as anxiety, social adaptation ability is weak; Look from the discipline characteristic, have dine, and memory strategies lack, eas
15、ily influenced by native language interference, etc. Practice many frontline teachers rarely will lower academic achievement and learning difficulty students distinguish strictly, but the two classes of students are collectively referred to as “poor student“. 需要特别说明的是，在高三年级还有一类特殊的学生临界生，大多也被纳入补救教学对象的
16、范围。所谓临界生，主要是指那些在未来高考中总分可能位于录取线上下，但某个学科相对其他学科来说较为薄弱，而与学困生相比则不一定差的学生。Need of special note is, there is a special kind of grade three students - critical, are also included in the scope of remedial teaching object. The so-called critical, is mainly refers to the total score in college entrance examinat
17、ion in the future may be in the line up and down, but a weak relative to other disciplines, and compared with the poor student is not necessarily bad student. 二、开展学情诊断Second, to carry out the learning diagnosis 补救教学是一种诊疗教学模式，其特点是先通过诊查、诊断，然后再决定补救的方式。因http:/ http:/ http:/ 此，补救教学应该从了解学生的学习困难处着手，在此基础上给学
18、生创造机会来帮助他们克服本身的困难。Remedial teaching mode of teaching is a kind of diagnosis and treatment, its characteristic is through inspecting and diagnosis first, then decide way of remedy. Therefore, remedial teaching should start from understanding students learning difficulties, on the basis of this create
19、 opportunities for students to help them overcome the difficulties in itself. 补救教学成败的关键在于学情诊断是否准确。我国古代教育名著学记中说：“学者有四失，教者必知之。人之学也，或失则多，或失则寡，或失则易，或失则止。此四者，心之莫同也。知其心，然后能救其失也。 ”意思是说学生的学习往往有四种失误，教师必须了解。有的失于贪多，有的失于寡少，有的失于轻视，有的失于中止。这四种失误是由于心理状态不同所致，了解了他们的心理之后，有利于帮助他们避免其失误。当代许多学者认为，学困生是一个异质性很高的群体，他们的问题通常包含内
20、在心理、内在生理问题和外在环境因素。而内在心理问题又包括动力不足、兴趣不浓、方法不当等方面；内在生理问题包括智力障碍、疾病困扰等方面；外在环境因素包括家庭问题影响、学习机会欠缺、语言环境缺乏、中西文化干扰、教师教学不当等方面。高三学生由于英语学习的年限较长，积累的问题也可能较多，因此，更需要认真梳理、仔细分析存在的问题。特别是要找出长期、重复出现的错误。诊断的方式应该是多元的，可以并用。常见的方式有：学生自述问题所在、教师回顾平时的观察印象、教师组织口头或笔头的测评、教师通过查阅学生做过的练习梳理出学生常犯的错误。诊断的内容应重点围绕以下几个方面：知识缺陷了解、基本能力分析、学科能力评估、学习
21、动机考量。诊断数据出来后，还需要对数据进行分析，分析时要特别注意这样几点：一是注意从那些常犯的系统性错误中找出学生特定知识及技能的错误类型；二是注意从具体错题中分析错误生成的原因；三是从学习表现中发现学生在情感态度、学习方法等方面的问题。Remedial teaching is the key to success is learning diagnosis is accurate. Chinese ancient education classics “learn,“ said: “four scholars, people will know. Learn also, or more, o
22、r lack of widows, or lack of easy, or loss of the check. The four person, the heart also with mo. Know their heart, and then to save the lost.“ Mean students tend to have four kinds of error, the teacher must understand. Sometimes too much, sometimes few, some lost in contempt, some through suspensi
23、on. The four kinds of error is due to different state of mind, understand their psychology, to help them avoid the mistakes. Many contemporary scholars believe that poor student is a group heterogeneity is very high, they usually contain intrinsic psychological problems, inherent physiological probl
24、em and external environmental factors. And inner psychological problems including insufficient power, interest is not strong, improper methods, etc; Internal physiological problems including mental retardation, disease, etc; External environment factors including family problems, learning opportunit
25、ies, lack, lack of language environment, improper interference between Chinese and western culture, teachers teaching, etc. Three students due to the fixed number of year of learning English is long, the accumulated problems may also be more, therefore, more need to seriously comb, careful analysis
26、problems. Especially to find long-term, repeated mistakes. Diagnostic approach should be diverse, can be used. Common ways are: students reported the problem, review casual observation impression of teachers, teachers organization assessment of oral or written, by looking at the students done practi
27、ce create the students often http:/ http:/ http:/ make mistakes. Diagnosis should focus around the following aspects: the content of the defects in knowledge, basic ability to analysis, subject ability assessment, learning motivation. Diagnostic data comes out, you also need to analyze the data and
28、analysis should pay special attention to such points: one is to pay attention to find students from systematic errors that often make the wrong type of specific knowledge and skills; Second, pay attention to analyses the reason of error generated from specific benefits; Three is to find students in
29、academic performance in the emotional attitude, learning methods, etc. 三、进行课程设计Third, carries on the curriculum design 课程设计是一连串决定的过程。进行课程设计可以使补救教学更有计划性，更具结构性。课程设计需要考虑的因素有：教学目标、学生基础、教学材料、教学方法、教学过程、进展评估等，其中整个学年或整个学期的补救教学目标是最重要的因素。补救教学的通常目标是希望低成就的学生在经过一段时间的补救教学后，能够跟上一般学生的进度，回归到一般的课堂教学中。22 在设定教学目标之前，首先要
30、根据诊断，分类列出学生存在的问题，使师生双方都清楚学习上的不足，在此基础上为学生进行阶段性和全程的补救教学课程设计，所做出的课程设计应该获得学生的认可，如果能与学生共同拟定则更好。Curriculum design is a series of decision processes. Course design can make remedial teaching more systematic, more structured. Curriculum design factors to consider are: teaching target, students, teaching mat
31、erials, teaching methods, teaching process, progress evaluation, etc., in which the entire academic year or an entire semester of remedial teaching goal is the most important factor. Remedial teaching goal is to want to usually low achievement students after a period of time after remedial teaching,
32、 to keep up with the progress in general students, return to normal classroom teaching. 22 before setting the teaching goal, first of all, according to the diagnosis, classification lists the problems existing in the students, the teachers and students both sides know learning is insufficient, on this basis for the student to carry on the periodic and remedial teaching curriculum design, curriculum design should be given to students of the recognition, if can and students develop better.
