Chapter I Introduction
1.1 Background
此外，在小学英语教学中，一些学生成为英语稍逊，由于没有明确的学习目标和浓厚的兴趣，他们的学习措施不当，有没有良好的学习环境。随着登折皱等级和深化知识，英语成绩稍逊组将逐步发展壮大。英语稍逊大多执行，他们有没有强烈的野心，不喜欢学习，甚至不想学习和做功课不完整，从而导致英语学习成绩差，经常违纪。如果老师对学生放任这部分，不仅可以阻碍学生本身的发展，而且还可以作用英语学习情绪和英语学习的作用整个班级。英语课程标准的核心理念是以人为本，强调面向全体学生的同时，侧重于个别学生，尊重个体异同。因此，如何尽可能减少学生之间的差距，这样做英语稍逊的改造，是每个英语教师必须认真对待和探讨的问题。只有英语稍逊的实际情况，深入和详细略论的基础上，英语毕业论文，对症下药的情况下，教导学生因材施教，教师可以做英语稍逊有效的改造工作。In the primary English teaching, some pupils become English low achievers,because of having no clear learning objectives and strong interest, and their learningmethods are improper, besides, there is no good learning environment. With theincreasing of grade and deepening of knowledge, the group of English low achieverswill gradually grow. English low achievers mostly perform that they have no strongambitions, wouldn’t like to learn, even don’t want to learn and do not completehomework, thus resulting in poor academic performance in English, and often violatedisciplines. If a teacher has this part of the pupils laissez-faire, not only can hinder thedevelopment of the pupils themselves, but also can affect the English learning mood andthe English learning effect of entire class. The core concept of English curriculumstandards is people-oriented, and at the same time of stressing for all students, it focuseson individual students and respects individual differences. Therefore, how to reduce thisgap between the pupils as much as possible so as to do the transformation of Englishlow achievers well is the issue that each English teacher must treat seriously and study.Only on the basis of analyzing English low achievers’ actual situation deeply anddetailedly, suit the remedy to the case, and teach pupils in accordance with their aptitude,can teachers do the work of the transformation of English low achievers’ effectively.
教育家布鲁诺的探讨显示，即：95％的学生的智商是差不多一样的，真正的低智商的学生是最小的（。庄俭明2017），因此，大多数英语低成就“的智慧往往有没有显着与其他学生，英语成绩低的原因的因素是多方面的。英语稍逊总是或多或少存在的问题，“没有明确的学习目标和学习”的浓厚的兴趣，“缺乏良好的英语学习环境”，“缺乏学习措施和学习习惯”或“不正确的教育措施，家长”和等等，从而导致学习成绩不好。大多数英语稍逊“不喜欢在开始学习英语，不学英语的重视，甚至不学习，随着时间的推移，英语知识不理解是越来越多，所以中美失去学习英语的兴趣，家庭的因素也不容忽视。这些孩子的父母非常溺爱孩子，他们都不愿意让孩子学习，有的家长没有时间在所有孩子们的学习，由于工作管理，一些家长的识字水平是低和他们的教育措施是不正确。作为教师，我们给优秀的学生很多的爱，欣赏，关怀，机会和动机，但我们很少给这些贫困学生，我们给贫困学生的教学，英语论文范文，虽然太多的不满，失望和批评，其后果是，它增加了他们的自卑的心理和逆反心理。The educator Bruno’s study showed that: 95% of the students' IQ is almost the same,the number of the students with real low IQ are minimal（.Zhuang Jianming 2017）Thus,the intelligence of most English low achievers’ often has no significant with other pupils,and the factors of English low achievers’ causes are multifaceted. English lowachievers’always more or less exist the problems “no clear learning objectives andstrong interest in learning", “lack of good English learning environment”, “lack oflearning methods and study habits” or “incorrect Educational methods of parents” andso on, which lead to poor academic performance. Most English low achievers’ don’t likelearning English at the beginning, don’t learn English seriously, even don’t learn at all,as time passes, English knowledge which is not understood is more and more, so thatthey lose interest in learning English. The factors from families can not be ignored.Some parents of these children spoil the children very much and they are not willing tolet the children learn, some parents don’t have time at all to manage children’s learning due to the work, and some parents’ literacy level is low and their educational m
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