拜请把下列文章翻译成英语

The purpose and significance of topics of

With the implementation of the new curriculum standards, the traditional mode of teaching is facing unprecedented challenges, classroom teaching reform has become imperative The new curriculum standards require changes in order to teach mainly in order to study mainly for individual learning-based, interactive mutual learning-based, variable teachers auditorium auditorium for the students, classroom teachers are no longer simply teach, but students independent inquiry, cooperative inquiry-based learning place where students demonstrate the performance of self-personality stage Because autonomy, cooperation, communication, inquiry is the New Curriculum advocates the teaching of new curriculum ideas, is the new curriculum of various subjects raised by New Curriculum for teachers teaching the most common sense recommendation However, the learning style of the conversion, teachers and students uncomfortable First, the students themselves raised no problems, even if there are problems, and no one dared to boldly ask questions, or think of ways to answer; Secondly, the students did not know what to think, explore what is, or how to think, to explore; So, sometimes, Even if the teachers are given a prompt, or pull point will not dare to answer because of the students because the students lack of concentration which led to the classroom to answer no cold field This study is bound to create inefficient, without achieving the desired results Hence classroom teachers did not dare to carry out reforms, and gradually returned to the old ways up

And substituting "Learning-case" as the carrier, to build "learning guide the case study" mode, students can better autonomy, cooperation, communication, exploration capabilities "Learning Guide case study" refers to the case study as a carrier in order to lead as a method of learning, teachers, guidance-oriented self-learning as the main body of students, teachers and students work together to complete the task of teaching as a teaching mode This approach makes the teaching process by "teaching" to "guide" from "want me to learn" to "I want to study" not only helps students self-learning ability, self-study habits, but also conducive to achieving self-development of students and self-worth Fully reflects the leading role of teachers and students in the main role, so that the leading role and the main role of the harmony and unity in order to achieve high efficiency of teaching "Case Studies" and "Guidance" is the teaching reform in the emergence of a new concept, is a new teaching tools and methods In this model, students according to teachers to the school case, carefully read the materials, understand the teaching content, and then, according to the case studies required to complete relevant content, students can propose their own point of view or opinion, teacher-student joint research study This teaching model on the one hand to meet the needs of the development of student thinking the other hand, self-awareness of students can meet the development needs of the students the value of self-development and self-expression has a very positive role The teachers are not just imparting knowledge, and even more important task is to develop students self-learning ability, self-study habits, teach them how to learn, how to think, improve the students to analyze and solve problems 'Learning Plan Guidance' mode is triggered with the case of students learning to promote self-learning students actively construct knowledge of the teaching mode "Learning Guide case study" as a teaching model, many schools are in the form of research subjects, some schools have knot problems, a successful experience is to promote: for example, Jinhua, Zhejiang, secondary schools, 35 middle Beijing However, as a model, it will be because of different disciplines, different types of knowledge and different lesson types and change I will practice in teaching junior high English subject characteristics with the "Learning Plan Guidance" mode of analysis To this end, this paper seeks to "Guidance case" as the carrier, to build middle school English, "Learning Plan Guidance" to explore the classroom and research This paper from the "Learning Plan Guidance" mode, the theoretical basis for the case study design principles, learning the design principles of the case, studying the design of the case, studying the use of four aspects of the case "study the case of Guidance" Building a middle school English classroom model feasibility

This paper proposes to take the teaching experiment, documentation method and survey method and other methods, analysis of "learning the case of Guidance" in junior high school English classroom teaching is feasible In this way, not only to ensure the scientific nature of the study, but also for junior high school English, "Learning Plan Guidance" type built classroom model provides a practical proposal The study, "" study guide case study "" learning classroom model to build part of the study, in the model to build on the positive significance, in the quality education of today must also have a far-reaching positive implications

记述学派内容、师弟传授、学说发展的书

一是上课设计好教案是上好一堂课的重要前提传统的教案教学普遍存在两种倾向。

是教学的单向性，以"教师为本"。

即以老师和课本为中心，更多是考虑教师如何把课本知识内容讲得准确无误，精彩完美，并重点突出，难点到位，而忽视了学生的学习情绪，学习的主动性和自主性；

二是教案的封闭性，即教案是老师自备。自用，是专为教师的"教"而设计。

培养和激发学生的学习动机

dvrg  

学生的学习动机是直接推进学生进行学习的内部动力。它是由学习需要转化而来，是社会和教育对学生学习的客观要求在学生头脑中的反映。在教育教学中，学生学习动机的培养和激发，既是促进教师改革教学内容和方法的手段，也是提高学生学习效果和综合素质的途径，是学校工作的重要任务之一。

1、学案自学。自学是基础，课前自学。（1）教师要根据自学内容和学情，针对性地进行学法指导，明确自学时间、内容和自学方法步骤，编制好导学案，并对学生导学案自学情况进行批阅，掌握学情，及时调整课堂中教学时间、内容和方法的设计。（2）学生明确学习目标，根据要求进行自学，独立思考，尝试解决，记下疑惑，生成问题。

2、小组合作。（1）教师要合理分组，科学设计问题，进行小组分工，指导组内交流方法，并巡视问访，时间设计合理。发现问题调整控制时间。（2）小组组长主持，人人参与，交流自学成果、问题与困惑，兵教兵，解释遗憾，整理问题。

3、班级展示。（1）教师要及时点评、纠偏、规范行为，做到善于鼓励、善于追问，调动组内、组与组之间的补充回答、竞答和评价，达到预设问题的呈现和解决。（2）学生要用于表达，展示成果、问题与困惑。组内合作充分，小组间竞争积极，评价到位。

4、质疑探究。（1）教师要善于引导学生进行知识的迁移应用，并能联系生活现象和问题引领学生进行求同、求异思维，大胆质疑，生成问题，并分析问题，解决问题。（2）学生能够较好完成教师质疑，并能生成新的、有价值的问题，主动探究，尝试解决生成的问题。

5、自悟自得。（1）教师要善于引导学生感悟新知，梳理总结。（2）学生感悟自学、合作、质疑过程中的知识、问题和方法，进行回顾，形成知识体系，总结规律和方法，体会深刻，进行梳理总结。

6、测评反馈。（1）教师要根据课标和学情，合理设计达标题，要把握好重、难点，有针对性设计问题并呈现多层次性，（可设必做、选做题），并进行当堂测评，及时反馈讲评，查漏补缺。（2）学生能按时完成测评，90%以上学生当堂达标。

7、课后反思。（1）教师要对导学案的设计、课堂五个环节的教学过程，包括时间、内容和方法以及学生达标情况进行问题整理和量化统计，并从教师导学和学生学习过程及达标情况进行经验反思，完善提升。（2）学生用双色笔整理导学案，查漏补缺，归类整理。

辅导有用就是是针对你目前的需求和阶段，而其他阶段好用不一定就适用于现阶段。要多做题，多考虑，才干打开思想面。首先，应把主要精力放在基础知识、基本技能、基本方法这三个方面上。

适合基础较差的高中数学教辅

1、《5年高考3年模拟》

是2008年6月首都师范大学出版社、教育科学出版社出版的图书，作者是曲一线。本书主要是对高考命题内容进行归纳，对高考命题形式进行剖析，对高考题进行预测。

2、《王后雄学案教材完全解读》

是一本2011年4月1日陕西师范大学出版社出版的图书，主编是王后雄。本书主要根据教材，对学科内容进行了具体分析和知识点整理并收录了一些习题。

3、《高中必刷题》

是由杨文彬主编的高中同步教辅书。 根据高中教材，划分知识点，分为课时、节、章三个层级，分层设置基础题型、易错、提升等栏目。

重要知识点设置专题，综合知识点设置刷综合栏目，每章末按知识点对高考真题进行分组，安排全章综合训练等，打造多层次训练体系。

4、《教材完全解读》

课程中的“考点知识全解、考法能力拓展、考场失分防范、考试真题探源、对点训练设计”5大版块分别致力于解决新课学习中的“知识、能力、易错、真题、题型”。

5、《学案导学》

以基础知识，基本应用为基调，通过导学，导练引导学生进行探究性的自主学习，对基本内容，知识体系进行归纳，梳理，巩固，提高。

发现和总结学科学习的方法和规律，提高自学能力。让学生对自己的学习过程进行反思和总结，提高学习效率，以达到理想的效果。

有哪些适合基础较差的高中教辅

如果你是高三学生的话，可以尝试用五年高考三年模拟的A版，因为A版的知识点比较多，而且较为详细。而且不用因为因为自己基础差而觉得用五三太难了，其实不会的。

上了高三，一轮二轮复习都比较全面，这时候你认真的跟着老师复习节奏走，再结合练习册的知识点总结，我觉得就差不多了，到了三轮复习，就可以通过刷题来巩固自己的知识。

如果你只是高一高二的小萌新，我觉得你用学校统一订的那套练习册就够了，因为练习册里的题都大同小异，不用太过于在意。而且我觉得你首先把学校发的练习写了并且掌握，毕竟老师平时会讲解那本练习册。如果你实在是学有余力，不妨买份本学期所学的对应的五年高考三年模拟的练习。

最后，我想说。练习册真的不贪多，而且不要一味地看同学买了很多自己也去买，我之前就是因为看着同学刷题，自己很没底，也去买了很多练习，结果导致 学校作业没写完，自己买的也没写完，一心两用。所以呀，专注于一套练习，学懂，能灵活变通就好。因为知识点是不会变的，只是出题形式变化了而已。

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