选择教学方法

Choose the teaching method

补救教学的方式多种多样，从组织形式来看有集体辅导、个别辅导、合作式学习等。

Remedial teaching in different ways, from organization form with group counseling, individual counseling, cooperative learning, etc.

1.集体辅导

1. Group counseling

不少学校在高三年级都会安排集体辅导。集体辅导多在本班学生中开展，也有跨班级进行的。集体辅导要针对学生存在的共性的、突出的问题，专门备课，写出教案，编制相应的训练题，并做好批改与纠错工作。集体辅导也要加强针对性，不能把集体辅导课上成一般的新授课，更不能简单地、大量地让学生做综合性试卷，然后集中讲评。

Many schools can arrange the collective counseling in grade three. Collective counseling more could be done in the students of class, also has a cross in the class. Collective counselling for students are common and prominent problem, specialized lessons, write lesson plans, compile the corresponding training topic, and make the corrections and correction work. Collective counseling to strengthen pertinence, not collective tutorial on into new teaching commonly, more cannot simply be, let the students to do a comprehensive test, and then focus on evaluation.

2.个别辅导

2. The tutorial

个别辅导是使用较多的辅导方式。个别辅导时不宜采用单向灌输的方法，而应该尽可能采用师生共同探讨的做法，教师通过不断的诘问、追问、释疑、评判、建议来加深学生对所学内容的理解，同时启迪学生的思维，发展学生的学习能力。在个别辅导中，对补救对象所做的练习和试卷有选择地进行“面批”。“面批”也是一种很有效的方式，面对面的批改、讲评有助于学生及时、有效地发现问题并找到解决问题的办法。

Tutorial is to use a more way of tutoring. Individual counseling is unfavorable and adopt the method of one-way infusion, and should adopt the practice of teachers and students to discuss as much as possible, the teacher through constantly ask, ask, misgivings, judgment, advice on how to deepen students understanding of the content and enlighten the minds of students at the same time, the development of students' learning ability. In the tutorial, to remedy selectively object do exercises and tests for "batch". "Group" is also a very effective way for correcting, face to face evaluation can help students find problems and timely and effectively find the solution to the problem.

3.合作式学习

3. The cooperative learning

“合作式学习是一种以合作学习小组为基本形式，系统利用各因素之间的互动，以团体成绩为评价标准，共同达成教学目标的教学组织形式。”合作式学习一般采用异质分组的方式，组员兼顾高成就学生、中等程度的学生和低成就学生。在这样的小组中，低成就学生随时可以找到同伴帮手，并及时解决自己的疑难；高成就学生在帮助他人中可以发现自己的不足，进而采取针对性的措施；中等程度的学生既可请教人，也可帮助人。重要的是不管各人程度怎样，都可以相互讨论、相互练习、相互借鉴，没有任何心理压力。

"Cooperative learning is a kind of cooperative learning group as the basic form, the system takes advantage of the interaction between various factors, in group scores for evaluation standard, to achieve the teaching goal of teaching organization form." Cooperative learning, generally adopt the way of heterogeneous grouping, team members both high achievement students, moderate and low achievement students. In this group, low achievement students peer helpers can be found at any time, and solve their problems in time; High achievement of students can be found in help others, and then take corresponding measures; Moderate students can consult people already, also can help people. It is important to whatever degree of each one, can be mutually discussed and practice, learn from each other, there is no psychological pressure.

除了以上的辅导方式外。还可在教师的组织和指导下由学优生对补救对象进行辅导。如果有与补救教学内容相关的自学软件，教师指导学生利用电脑进行自助式学习也是一个不错的选择。

In addition to the above way of tutoring. Also can be in under the guidance of the teachers' organization and by learning eugenics for counseling to remedy objects. If there is a self-study software related to remedial teaching content, teachers guide students to use computers for self-service learning is also a good choice.

、确定教学时间

, determine the teaching time

从时间安排来看，补救教学一般在自习课、放学后或节假日进行，这与其他学科基本相同。但英语教师还常常利用课间进行辅导答疑，这可算是英语学科特有的一道风景。课间时间一般不长，在这段时间内实施补救教学比较适合英语学科知识琐碎、问题细小的特点，也能非常及时地解决学生的疑难问题。所以，英语教师对这种形式的辅导普遍比较钟爱。在这短暂的时间中，教师可以同学生谈心，可以帮学生检查单词，可以解答学生疑问，也可以为学生专题讲解某个知识点。但这种辅导应以学生自愿，且不影响下一课的学习为前提，绝不可强制要求。

From the point of time, remedial teaching generally in ZiXiKe, after school or on holiday, this is the same as other basic disciplines. But also English teachers often use recess coaching answering

questions, this is a scenery of the English discipline characteristic. Recess time is not long, remedial teaching during this period of time to suit English subject knowledge, trivial, small problems, can very timely solve the problems of students. Therefore, English teachers for this form of counselling are in love. In this short time, the teacher can talk with the students, can help students to check words, can answer students' questions, can also give students a thematic interpretation of certain knowledge. But this guidance should be students on a voluntary basis, and the premise of not affect next lesson learn and never enforced.

、评估教学效果

And evaluate the teaching effect

为了知晓学生的学习进展情况，及时调整教学内容与方式，教师在补救教学过程中，有必要对学情进行多元的、适切的、动态的、持续的评估。评估的方式通常有学习成就检测、日常表现观察、平时作业评价等，一般采用学习成就检测的形式。编制学习成就检测题时需要紧扣补救教学的目标，因为学习成就检测属于标准参照性质的，学生只要学会某一阶段的内容应该就算达标，并可以接着学习后面的内容。当然，如果学生未能通过检测则需进行第二次补救教学，此次补救教学需针对学生仍未学会的部分进行更细微、更简化的教学，直至参加补救教学的学生能够达到教师参照学生能力制订的标准为止。

In order to know the students' learning progress, timely adjusting teaching contents and ways, teachers to remedial teaching process, it is necessary for learning to diverse, proper, dynamic, continuous assessment. Evaluation methods usually have learning achievements inspection, daily performance observation, homework evaluation at ordinary times, generally in the form of learning achievement test. Need to prepare the learning achievement test questions was closely related to the objectives of remedial teaching, because learning achievement tests belong to standard reference nature, students should learn one phase content should calculate standard, and can learn later then. , of course, if the student failed the testing is needed remedial teaching for the second time, the remedial teaching need to be on the part of the students still learn more subtle, more simplified teaching, until to attend remedial teaching ability of students to teachers refer to formulate standards so far.

将评估的结果告诉学生，让学生及时了解自身的学习进展也很重要。美国心理学家布鲁纳认为，学生学习的效果，有时取决于教师如何、按何种步调给予学生矫正性反馈，即要适时地让学生知道学习的结果，如果错了，还要让他们知道错在哪里以及如何纠正。

Will assess the results tell the students, let students understand their learning progress in time is also very important. American psychologist bruner believes that students' learning effect, sometimes depends on how teachers, at what speed to give students corrective feedback, which will timely to let the students know the results of the study, if wrong, to let them know what went wrong and how to correct.

补救教学是一门艺术，需要教师科学应对。我们在进行具体的补救教学时还应遵循“因材施教”“循序渐进”等原则。笔者和本地教师对补救教学的基本原则和一般策略做了探讨和实

践，取得了一定的成绩。但由于我们的视野和经验所限，对补救教学的材料编写，包括适合电脑中使用的学习软件的开发，没有过多涉及，而这些方面也非常重要，需要广大教师共同攻关，以便使补救教学有一个强有力的抓手。