(完整)六年级英语培优辅差记录
（完整）六年级英语培优辅差记录.doc
（完整）六年级英语培优辅差记录.doc
班级六年级时间9 月教师姓名
类别培优学生姓名杨颖、杨城预、陈婉婷、杨碧霞、补新平等
一：名词变复数
1、名词变复数的规律
2、名词变复数的练习
训练内容二：动词变为第三人称单数的
1、动词变为第三人称单数的规律
2、动词变为三单的练习
三：比较名词变复数和动词变为三单形式
通过练习，学生可以更好的掌握动词变为三单以及名词变复数的效果或存在
规律，通过比较来辅导学生可以使学生更好的区分名词变复数和动词问题
的三单形式。
班级六年级时间9 月教师姓名
粟建平、李建萍、黄柒柒、杨文成、谭伟类别辅差学生姓名
粟晓春、杨娅鑫等
一：二十六个字母的读法
二：二十六个字母的写法
强调在书写时一定要用手写体，并且区分二十六个字母的大小训练内容写。
三：二十六个字母的相应的练习。
1.写出下列字母的小写
G I K F
效果或存在
通过学习学生基本上能正确读和学出二十六个字母。
问题。
小学英语培优辅差记录表
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
班级三时间教师姓名张美心类别辅差学生姓名李明睿，吕振兴训练内容你平时看到的这些水果是什么颜色呢？请将图与单词连线。
1..2.3A. greenB. redC. yellow效果或存在问题有了一定的学习信心，但对知识的运用能力较差注：类别填写培优或辅差。
注：类别填写培优或辅差。
班级三时间教师姓名张美心类别辅差学生姓名赵新宇，李文姝训练内容一．将下列图形涂色black orange brownwhite二、连线A B CD（）black stand up.( ) brown .Touch the ground.( ) the ground.( ) your head.效果或存在问题有了一定的学习信心，但对知识的运用能力较差注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
贺庄小学“培优辅差”记录表注：类别填写培优或辅差。
注：类别填写培优或辅差。
注：类别填写培优或辅差。
班级三时间教师姓名张美心类别辅差学生姓名赵新宇，李文姝训练内容一选出每组中不同类的一项。
（）1. A. milk B. juice C. bread （）2. A. egg B. monkey C. duck （）3. A. bread B. noodles C. panda （）4. A. eye B. egg C. ear （）5. A. pen C. crayon二．给图片选择相应的句子。
六年级英语培优辅差总结
2019—2020学年度第一学期六（）班英语培养优生、辅导待进生总结一、取得的成绩和经验(一)培优辅差目标和任务1.通过培优辅差,使学生能养成良好的学习习惯和充分认识学习英语的重要性。
2.培优对象能按照计划提高学生双基能力、阅读能力和听说等英语综合能力，成绩要求稳中有升，并协助老师实施辅差工作，帮助待进生取得进步。
3.辅差对象能按照老师的要求做好，能认真完成作业，提高英语双基能力，逐步提高成绩。
(二)培优辅差的主要做法和措施1.经常找学生谈心，进行思想教育。
加强他们的前途理想教育，增强他们的竞争意识，培养他们的集体观念和荣辱感。
2.对优生适当增加题目难度和数量。
对待进生实施多做，多练的措施，着重于基础知识。
3.狠抓基础知识的教学，做到逐单元，逐课过关，发现问题及时解决。
4.课堂上，多为学生提供自我表现的机会，特别是待进生。
5.加强个别辅导，充分挖掘学生的个性特长。
6.严格要求待进生，特别是课堂纪律，因为待进生形成的原- 1 -因，往往是上课时分散精神而造成的，慢慢地成绩跟不上去了。
7.对于待进生，多与家长取得联系，了解其在家的情况，共同解决待进生各方面存在的问题。
在这一学期里，通过辅导，我班的杨世乐等同学，取得了一定的进步，但也还存在着一些问题，今后还有待改进。
二、主要存在的缺点和不足1.有些学生缺乏意志力，很难坚持参与培优辅差活动。
2.有部分学生基础较弱，成绩提高幅度不大。
3.家长对儿女的学习缺少必要的监督和关心。
三、改进措施和努力方向通过一学期的培优辅差工作，我认为在这项工作中要正确引导学生，并处理好以下几个问题：1.多给待进生一些“机会”。
尽管我们说，机会对每个人是均等的，但事实上，待进生的“机会“，几乎是空，课堂提问、上台表演等各种机会他们很少。
在工作中要多给“机会”给待进生，甚至一些职务适当“下放”，让他们有机会展现自己的特长，在为集体、同学服务的同时来改变自己，树立信心，促使进步，从而达到转化的目的。
六年级英语培优辅差计划[5篇范文]
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六年级英语培优辅差计划[5篇范文]第一篇：六年级英语培优辅差计划六年级英语培优辅潜计划为了提高本学期的英语教学质量，根据我校学生的实际情况，围绕学校工作目标，避免两极分化，使每个学生学有所长，学有所用，除了做好学困生的提高工作外，也要让优生“吃饱”。
为更好地发挥优生的潜能，应采取课内外培优措施，制定培优计划，力争在培优工作中取得好成绩。
一.思想方面的培优辅潜。
1．做好学生的思想工作，经常和学生谈心，关心他们，关爱他们，让学生觉得老师是重视他们的，激发他们学习的积极性。
了解学生们的学习态度、学习习惯、学习方法等。
从而根据学生的思想心态进行相应的辅导。
2．定期与学生家长、班主任联系，进一步了解学生的家庭、生活、思想、课堂等各方面的情况。
二.培优辅潜措施。
利用课余时间，对各种情况的同学进行辅导、提高，“因材施教、对症下药”，根据学生的素质采取相应的方法辅导。
具体方法如下：1．课上学困生板演，中等生订正，优等生解决难题。
2．安排座位时坚持“优潜同桌”结为学习对子。
即“一帮一”。
3．课堂练习分成三个层次：第一层“必做题”——基础题，第二层：“选做题”——中等题，第三层“思考题”-——拓广题。
满足不同层次学生的需要。
4．优化备课，向课堂40分钟要质量，尽可能“耗费最少的必要时间和必要精力” 做好培优辅潜工作。
备好学生、备好教材、备好练习，保证培优辅潜的效果。
精编习题，题型设计注意：有梯度，紧扣重点、难点、疑点，面向大多数学生，符合学生的认知规律，有利于巩固“双基”，有利于启发学生思维；题型讲评要增加信息程度，围绕重点，引导学生高度注意，有利于学生学会解答，培养学生思维的灵活性，培养学生思维的广阔性和变通性；解题训练要讲精度，精选构思巧妙，新颖灵活的典型题，有代表性和针对性的题，练不在数量而在质量，训练要有多样化。
5．布置好练习题，注意学生学习情况的反馈，建立学生学习档案。
三.在培优辅潜中注意几点：1、不歧视学习有困难的学生，不纵容优秀的学生，一视同仁。
培优辅差记录表
学年 2014—2015 (上) 学科英语年级六年级教师杨成巧宿豫区新庄中心小学六年级培优辅差工作计划一、指导思想培优重在拔尖，辅差重在提高，在课堂上有意识给学生制造机会，让优生吃得饱，让差生吃得好。
携着“爱心、信心、细心和耐心”去做将培优计划要落到实处，发掘并培养一批尖生，挖掘他们的潜能，从培养能力入手，训练良好学习习惯，从而形成扎实基础，协助教师进行辅差活动，提高整个班级的信息素养。
二、目标1、全面提高学生学习的主动性和积极性；2、使学生转变观念，认真学习，发展智力，陶冶情操；3、让学生树立起学习的信心和勇气，克服自卑的心理；4、在学生中形成“赶、帮、超”浓厚的学习氛围，使每个学生学有所长、学有所用。
三、培优补差对象和形式对象：本级段优等生和后进生形式：1、利用课堂时间相机辅导2、利用第二课堂活动3、老师、家长相配合四、具体内容1、补差内容：义务教育课程标准试验教科书基础知识、基本技能、和口语交际等。
2、培优内容：包括朗读、背诵、口语交际、写话、听力这些方面。
五、具体措施。
1、认真备好每一次课，努力做好学习过程的趣味性和知识性相结合。
2、加强交流，了解潜能生、优异生的家庭、学习的具体情况，尽量排除学习上遇到的困难。
3、对班级的学生进行比较深入细致的了解。
4、沟通思想，切实解决潜能生在学习上的困难。
5、坚持辅导工作，每周不少于一次。
6、对自己班级的优等生与后进生的确定要谨慎，特别是潜力较大的学生,应安排重点辅导。
7．认真确定辅导对象, 坚持每周至少2次的辅导, 辅导要有针对性和可行性，对每次辅导的内容要做好记录8．请优生介绍学习经验，差生加以学习。
9．课堂上创造机会，用优生学习思维、方法来影响差生。
对差生实施多做多练措施，优生适当增加题目难度。
10．采用激励机制，对差生的每一点进步都给予肯定，并鼓励其继续进取，在优生中树立榜样，给机会表现，调动他们的学习积极性和成功感。
11．充分了解差生现行学习方法，给予正确引导，朝正确方向发展，保证差生改善目前学习差的状况。
六年级英语培优辅差方案及措施
六年级英语培优辅差方案及措施
六年级英语培优辅差方案及措施如下：
一、方案目标
1.提高优等生的英语应用能力和自主学习能力。
2.帮助差生改善学习方法，提高英语学习兴趣和成绩。
二、针对优等生的培优措施
1.拓展知识面：提供额外的阅读材料，拓宽学生的视野，增加词汇量。
2.加强口语训练：组织英语角或口语竞赛，提高学生的口语表达能力。
3.培养自主学习能力：鼓励优等生自主学习，如通过在线资源学习新知识，培养他们的终身学习习惯。
三、针对差生的辅差措施
1.基础知识补习：针对差生的基础知识薄弱点，进行有针对性的补习。
2.增加学习兴趣：通过游戏、歌曲、影片等多元化的教学方式，增加英语学习的趣味性。
3.定期反馈与鼓励：定期评估差生的进步，并给予鼓励和奖励，增强他们的学习动力。
四、共同措施
1.个性化教学：根据学生的特点和需求，制定个性化的教学计划和策略。
2.加强与家长的沟通：定期与家长沟通学生的学习情况，鼓励家长参与学生的学习过程。
3.建立学习小组：鼓励学生之间互相学习，共同进步。
以上就是六年级英语培优辅差的方案及措施。
请注意，这个方案需要老师、学生和家长共同努力，才能取得最好的效果。
六年级英语培优帮差计划学生成绩情况
六年级英语培优帮差计划学生成绩情况全文共5篇示例，供读者参考六年级英语培优帮差计划学生成绩情况篇1一、指导思想为更好的完成本学期的教学任务，进一步提高本学期的教育教学质量，根据六年级三班学生优生后进生的实际情况，围绕教学目标，采取课内外培优补差措施，制定此计划，以高度的责任心投入到紧张的教学及教学工作中，力争取得较好的成绩。
二、学情分析：优生分析：1、学习习惯较好，能认真听讲，思维活跃，勤学好问，善于发现解决问题的关键，对知识的运用能力较强。
2、课上积极发言，课后及时复习，认真完成作业和练习。
3、基本上掌握了一定英语学科的学习方法和学习技巧。
学困生分析：1、缺乏学习兴趣和积极性，学习习惯差，上课爱搞小动作。
2、没有基本的学习英语的方法，对基础知识没有基本掌握。
3、有的不能完成作业。
三、目标（一）培优目标：从视听说入手，注重听说训练，着重培养学生的语感和初步用英语进行简单日常交流的能力；并通过丰富多彩的活动激发学生的学习兴趣，帮助学生养成良好的学习习惯，形成有效的学习方法，发展自主学习的能力，为进一步学习打下基础。
（二）补差目标：培养学生的学习兴趣和听说能力，有计划地培养学生的读写能力。
通过听、说、读、写、唱、游、演、画、做等形式，进行大量的语言操练和练习，使学生能进行简单的日常交际。
另外，还要注意培养学生良好的朗读习惯。
四、主要措施：1、鼓励优等生帮助学困生，学困生要向优等生学习。
通过优等生带动学困生，形成良好的英语学习氛围。
2、对班级的学生进行比较深入细致的了解。
3、认真备好每一次培优辅差教案，努力做好学习过程的趣味性和知识性相结合。
4、坚持辅潜工作，每周不少于一次。
五、预期效果：培优预期效果：通过培优工作，争取使这些学生的知识更拓展，阅读和写作能力有一定的提高，综合运用语言的能力及应试能力全面提高。
补差预期效果：使学生端正学习英语的态度，提高学习兴趣，让他们能力多学些知识，争取现有的基础上有不同程度的提高。
2020小学六年级英语培优补差计划(三篇)
小学六年级英语培优补差计划（一）我对六一班学生进行了英语情况分析，发现六一班同学的英语情况极其不理想。
优生人数极少，中等生人数也不多，而后进生占了班上过半以上的人数。
从课堂表现和作业反馈来看，优生一般都能在课堂积极发言，作业也完成得比较好。
而后进生缺乏学习兴趣和积极性，学习习惯差，上课不认真听讲，经常开小差，对基础知识没有基本的了解和掌握，作业潦草，马虎。
学习态度不端正，出现消极和无所谓的心态。
没有学习方法，对不懂的知识点，常常不理睬，对知识的应用较差，所以培优补差工作就显得举足轻重。
经过一番认真的思考，本学期，我将从以下几个方面努力去做好培优补差工作：一、指导计划提高优生的自主和自觉学习能力，进一步巩固并提高中等生的学习成绩，帮助差生取得适当进步，让差生在教师的辅导和优生的帮助下，逐步提高学习成绩，并培养较好的学习习惯，形成英语基本能力。
培优计划要落到实处，发掘并培养一批英语尖子，挖掘他们的潜能，从培养英语能力入手，训练良好学习习惯，从而形成较扎实的基础和阅读写话能力，并能协助老师进行辅差活动，提高整个班级的英语素养和英语成绩。
二、制定目标：在这个学期的培优辅差活动中，培优对象能按照计划提高读、说、写的综合能力，成绩稳定在85分以上，并协助老师实施辅差工作，帮助差生取得进步。
辅差对象能按照老师的要求做好，成绩有一定的提高。
特别是英语考试这一基本的能力。
三、定内容：培优主要是使学生每个知识点都得到落实和巩固，还有继续提高学生的阅读能力和理解能力。
介绍或推荐适量课外阅读，让优生扩大阅读面，摄取更多课外知识，多给他们一定的指导，以便在写作中能灵活运用，提高写作水平，定时安排一定难度的练习任务要求他们完成，全面提高运用语言的能力。
辅差的内容是教会学生敢于读，安排比较基础的内容让他们掌握。
训练差生，让差生尝试说、敢于说、进而争取善于说。
四、具体措施：（1）培优措施1.在日常教学中有针对性的进行培优，把课堂上的难题交给他们解答。
英语培优补差工作记录表.doc
英语培优补差⼯作记录表.doc
培优补差⼯作记录表
班? 级五⼆科⽬英语教师王丽娟时间3⽉9⽇
本阶段重点训练学⽣名单
训练内容和⽅法措施
训练收获或存在问题的反馈
下阶段⼯作初步设想培优学⽣：补差学⽣：
陈佳俊、梁⽟⽟、梁艺歌、赵苗苗、王⾬焕、任英杰、
王旭亮、赵蓝天赵志华、任晓辉
提⾼学⽣的听说能⼒和阅读能⼒。
安排⼀些单词和课⽂，让其背诵翻课外精⼼挑选⼀些拔⾼题，推荐其
译。
课外阅读，安排⼀定难度的练习题对其进⾏积极⿎励和评价，以予其让其完成。
成功的计划
提⾼他们的学习积极性，逐步提⾼能完成布置的任务，帮助他们树⽴学习成绩。
了⾃信，有效提⾼了他们的学习兴趣。
能提⾼学⽣的听⼒和阅读能⼒。
创造情境，让他们尝试说、敢于说、
乐于说。
备注
孟津县⽩鹤镇王庄⼩学。
六年级上册英语培优辅差计划
六年级上册英语培优辅差计划2018年秋季学期班冰洁一、指导思想培优重在拔尖，辅差重在提高，在课堂上有意识给学生制造机会，让优生吃得饱，让差生吃得好。
携着“爱心、信心、细心和耐心”去做将培优计划要落到实处，发掘并培养一批尖生，挖掘他们的潜能，从培养能力入手，训练良好学习习惯，从而形成扎实基础，协助教师进行辅差活动，提高整个班级的文化素养。
二、学情分析从上学期的学习情况及知识技能掌握情况看，大部分学生学习积极性低，学习目的不是很明确，认为英语课就是枯燥无味的课程，要转变学生的这一观点养成良好的学习习惯，我准备利用他们对英语课的兴趣转变他们的学习习惯，让学生在学中做，在做中学。
当然也有一部分学生的能力确实很强能独立认真的完成每节课布置的任务。
让他们去帮助那些学习能力较弱的同学，起到“小老师”的效果。
三、措施和方法培优：1、课堂上拓展学生的知识面，扩大阅读量，摄取更多课外知识，定时安排一定难度的练习任务要求他们完成，全面提高英语能力。
2、加强基础知识与交际运用能力的训练。
3、适当增加题目难度，确保合理。
4、每一次检测练中，注重对优生情况的检查，及时发现问题，及时解决。
辅差：1、认真备好每一次培优辅差教案，努力做好学习过程的趣味性和知识性相结合。
2、加强交流，了解潜能生、优异生的家庭、学习的具体情况，尽量排除学习上遇到的困难。
3、对班级的学生进行比较深入细致的了解，沟通思想，切实解决潜能生在学习上的困难。
4、对自己班级的优等生与后进生的确定要谨慎，特别是潜力较大的学生,应安排重点辅导，辅导要有针对性和可行性，对每次辅导的内容要做好记录。
5、课堂上创造机会，用优生学习思维、方法来影响差生。
对差生实施多做多练措施。
6、采用激励机制，对差生的每一点进步都给予肯定，并鼓励其继续进取，在优生中树立榜样，给机会表现，调动他们的学习积极性和成功感。
7、充分了解差生现行学习方法，给予正确引导，朝正确方向发展，保证差生改善目前学习差的状况。
2024年小学六年级英语培优补差的计划(二篇)
2024年小学六年级英语培优补差的计划培优补差工作历来是学校教育工作效果的一个关键因素，优中培优能够提高学校的知名度，而差中补差从而使其优，则可以提高学校的升学率。
但培优补差工作又是学校教学中作一项最艰巨的任务，一方面它关系到学校的存亡，另一方面它又需要每个老师一起努力，付出自身的最大努力。
踏入教师行业一年多，我时刻认识到这点的重要性，只是由于种种原因，我在这方面做得并不好。
经过一番认真的考虑，本学期，我将从以下几个方面努力去做好培优补差工作，以改善自身的教学方法，提高自身的教学效率。
首先，合理分组，优中培优。
英语课对于六年级的同学来说史关键，因此，打好同学的英语学习基础，对其今后的学习和生活也会更有影响。
本学期，我将努力改善自身的课堂效率，将同学进行合理的分组，争取每节课都给同学安排相应的任务，同时给其留有一定的空闲时间，引导其自主创新。
特别是对于操作能力较强，课堂上又吃不饱的同学，要给其安排更为艰巨的任务，充沛发挥其独创性。
同时，利用学校或者上级部门组织的活动，对局部操作能力较强的同学进行特别培训，让其多多接触一些新的视野，操作技能上更上一层楼。
其次，互帮互助，优中带差。
对于英语课老师来说，学习差的同学往往是学习作风懒散又兴趣不高的同学，这一点有其自身的原因也有教师的原因，特别是教师的课堂效率不高也是影响这些同学学习积极性的一个主要因素。
因此，在这方面我将努力提高自身的专业素养，发明一些较为丰富的课堂情境，提高课堂效率，提高同学学习英语的兴趣。
此外，课堂上安排任务体现分层的原则，不同的同学区别对待，特别是后进生，应给他们提供一些较为简单或者经过努力后能够完成的任务，以提高他们的自信心，不打消他们的积极性。
同时，对于课堂上偶尔出现的他们解决不了的任务，充沛利用分组的作用，让同学互帮互助，实在解决不了的问题，教师予以引导，一起努力一起解决。
最后，挤出时间，关注同学学习的心理。
无论是学优生还是学差生，他们在学习的过程中都回多多少少存在一些心理问题，这难免会影响同学学习的效率，从而出现学习下降的现象。
(完整word版)小学英语培优辅差记录表
贺庄小学“培优辅差”记录表注：类别填写培优或辅差.注：类别填写培优或辅差.贺庄小学“培优辅差"记录表班级三时间10.30教师姓名张美心类别辅差学生姓名李明睿，吕振兴训练内容你平时看到的这些水果是什么颜色呢?请将图与单词连线。
1。
2.3A. greenB. red C。
yellow效果或存在问题有了一定的学习信心，但对知识的运用能力较差注：类别填写培优或辅差.贺庄小学“培优辅差"记录表类别辅差学生姓名赵新宇，李文姝训练内容一．将下列图形涂色black orange brownwhite二、连线A B CD( ）1.Black black stand up.( ）2。
Brown brown .Touch the ground.( ）3.White white.Touch the ground。
( ) 4.Orange orange.Touch your head。
效果或存在问题有了一定的学习信心，但对知识的运用能力较差注：类别填写培优或辅差.贺庄小学“培优辅差”记录表注：类别填写培优或辅差.贺庄小学“培优辅差”记录表注:类别填写培优或辅差。
贺庄小学“培优辅差”记录表注：类别填写培优或辅差.贺庄小学“培优辅差”记录表注：类别填写培优或辅差.贺庄小学“培优辅差"记录表注：类别填写培优或辅差。
贺庄小学“培优辅差"记录表注：类别填写培优或辅差。
贺庄小学“培优辅差”记录表注:类别填写培优或辅差.贺庄小学“培优辅差”记录表注:类别填写培优或辅差。
贺庄小学“培优辅差"记录表注：类别填写培优或辅差。
贺庄小学“培优辅差”记录表注：类别填写培优或辅差。
贺庄小学“培优辅差"记录表注：类别填写培优或辅差.贺庄小学“培优辅差"记录表注：类别填写培优或辅差。
贺庄小学“培优辅差”记录表注：类别填写培优或辅差.贺庄小学“培优辅差”记录表注：类别填写培优或辅差.班级三时间12.11教师姓名张美心类别辅差学生姓名赵新宇，李文姝训练内容一选出每组中不同类的一项。
六年级英语培优辅差计划
六年级英语培优辅差计划米河镇中心小学黄萍为了提高本学期的英语教学质量，根据我校六年级学生的实际情况，围绕学校工作目标，避免两极分化，使每个学生学有所长，学有所用，除了做好学困生的提高工作外，也要让优生“吃饱”。
为更好地发挥优生的潜能，应采取课内外培优措施，制定培优计划，力争在各项工作中取得好成绩。
一.思想方面的培优辅差。
1．做好学生的思想工作，经常和学生谈心，关心他们，关爱他们，让学生觉得老师是重视他们的，激发他们学习的积极性。
了解学生们的学习态度、学习习惯、学习方法等。
从而根据学生的思想心态进行相应的辅导。
2．定期与学生家长、班主任联系，进一步了解学生的家庭、生活、思想、课堂等各方面的情况。
二.培优补差对象：培优名单：张嘉芮马康宁张雨欣曹青红程一洺李昕芮程奕颖张艺方李青延房凯歌张一铭马路凯曹议元任太玉马鑫雨陈柯言马艳青陈珂言马慧聪张宝姮聂君珂张芮李东昊马文哲张嘉乐张东洁陈柯含张皓源王悦仰程政张倩张雅博学困生对象：耿韶鑫宋广胤马瑜茹郑凯文张培鑫李有哲吴润杰秦于涵高洁张博文张明琪王舒雨张扬冯凯三.具体内容1.补差内容：义务教育课程标准试验教科书基础知识、基本技能、和口语交际等。
2.培优内容：包括朗读、背诵、口语交际、写话、听力这些方面。
四.培优辅差具体措施。
利用课内外，对各种情况的同学进行辅导、提高，“因材施教、对症下药”，根据学生的素质采取相应的方法辅导。
具体方法如下：1．课堂上多组织同伴互读互助、组内互帮等等实践性听、说、读、写的活动。
2．帮助学困生找好朋友，结成朋友互助小搭档。
3.坚持辅导工作，每周不少于一次。
4.对自己班级的优等生与后进生的确定要谨慎，特别是潜力较大的学生,应安排重点辅导。
5.请优生介绍学习经验，差生加以学习。
6.课堂上创造机会，用优生学习思维、方法来影响差生。
对差生实施多做多练措施，优生适当增加题目难度。
7.采用激励机制，对差生的每一点进步都给予肯定，并鼓励其继续进取，在优生中树立榜样，给机会表现，调动他们的学习积极性和成功感。
英语辅优补差学习记录总表
英语辅优补差学习记录总表第一周辅优研究记录1. 阅读文章《如何提高英语口语能力》并做笔记。
2. 听力练，在网上找到英语听力材料并听一段录音，然后回答相关问题。
3. 观看一部英语电影，边听边看字幕，注意掌握口语表达方式。
补差研究记录1. 复英语基础语法知识，重点复动词时态和语态。
2. 练写作，写一篇关于旅行的英语短文，注意语法和句子结构的准确性。
3. 找到一篇英语新闻报道，逐句阅读并翻译，加深对词汇和语法的理解。
第二周辅优研究记录1. 参加英语角活动，和其他研究者一起进行口语交流练。
2. 阅读英语小说，每天阅读一段，并记录生词和短语。
3. 写一篇关于自己家乡的英语介绍，注意使用形容词和副词来描述。
补差研究记录1. 复英语发音规则，特别注意元音和辅音的发音区别。
2. 研究英语听力技巧，找到一些有针对性的听力练材料进行练。
3. 练口语，和朋友进行英语对话练，模拟真实交流场景。
第三周辅优研究记录1. 参加英语辩论活动，在活动中进行口语表达和辩论技巧的训练。
2. 阅读英语报纸或杂志，选择一篇感兴趣的文章进行阅读，并写下自己的观点和评论。
3. 研究英语写作技巧，写一篇关于环境保护的英语作文。
补差研究记录1. 复英语词汇，背诵常用的单词和短语，扩大词汇量。
2. 研究语法知识，重点复复合句和条件句的用法。
3. 参加在线英语课程，跟随老师研究并完成相关练和作业。
第四周辅优研究记录1. 参与英语演讲比赛，准备一篇演讲稿并进行多次演练。
2. 参观英语国家的文化展览或活动，亲身感受英语语言和文化环境。
3. 逐渐增加英语阅读量，每天阅读英语文章或书籍一段，并提取出关键信息。
补差研究记录1. 复英语听力技巧，每天听一段英语录音，并回答相关问题。
2. 练口语，利用语音识别软件进行口语练，并纠正发音错误。
3. 注册英语研究网站或应用，利用在线资源进行听力和阅读练。
以上为英语辅优补差学习记录总表，希望通过有计划有针对性的学习，提高英语学习能力，并达到辅优水平。
小学英语培优辅差记录表
贺庄小学“培优辅差”记录表班级三时间9.4 教师姓名张美心类别培优学生姓名张荣誉，李凤华训练内容1、进一步巩固打招呼、自我介绍及道别用语，能在不同情景中准确运用。
2、能够听说、认读crayon, pencil, pen, eraser, ruler,并能用英语介绍文具。
效果或存在问题有了一定的自学能力和学习技巧，善于发现解决问题的关键；其综合运用语言的能力及应试能力得到全面提高注：类别填写培优或辅差。
贺庄小学“培优辅差”记录表班级三时间9.11 教师姓名张美心类别辅差学生姓名赵新宇，李文姝训练内容1.进一步学习打招呼、自我介绍及道别用语2、能够听说、认读crayon, pencil, pen, eraser, ruler。
效果或存在问题有了一定的学习信心，但对知识的运用能力较差注：类别填写培优或辅差。
贺庄小学“培优辅差”记录表班级三时间9.18 教师姓名张美心类别培优学生姓名李心琪，李华鹏训练内容1.学习询问对方的姓名及回答的用语What's your name? My name is...，使学生能听、会说此交际用语。
2、学习表达道别的说法：Goodbye./Bye-Bye.效果或存在问题有了一定的自学能力和学习技巧，善于发现解决问题的关键注：类别填写培优或辅差。
贺庄小学“培优辅差”记录表班级三时间9.25 教师姓名张美心类别辅差学生姓名王文静，吕娜娜训练内容1.学习询问对方的姓名及回答的用语What's your name? My name is...，使学生能听、会说此交际用语。
2.情景交际（）1、别人问你的姓名时应该说：A. What’s your name ？B. My name’s Tom.（）2、别人向你道别时应该说：A. Goodbye.B. Hello效果或存在问题使她们端正学习态度，争取在现有的基础上有不同程度的提高注：类别填写培优或辅差。
贺庄小学“培优辅差”记录表班级三时间10.9 教师姓名张美心类别培优学生姓名李淑洁，王佳乐训练内容一、对话理解：感知补全对话A：Hello !B: ! I’m TomWhat’s your nameA: My is Wu Yifan .Goodbye! B: !二、句型感知：小小翻译家1. My name is Tom2. Show me your pencil-case3. Show me your book4. I have a bag效果或存在问题综合运用语言的能力及应试能力得到全面提高注：类别填写培优或辅差。
六年级英语培优帮差计划学生成绩情况
六年级英语培优帮差计划学生成绩情况全文共3篇示例，供读者参考篇1Improving English Skills: A Tale of Two GroupsAs a sixth grader, I can't help but notice the varied English abilities among my classmates. Our school has implemented special programs to support students at both ends of the spectrum – enrichment classes for advanced learners and remedial plans for those struggling. I've had the unique opportunity to observe the progress of both groups up close, and I must say, the results have been quite fascinating.Let's start with the enrichment crew, shall we? These are the kids who devour books like they're going out of style and can rattle off complex vocabulary words like they're reciting the alphabet. From day one, they've shown an exceptional grasp of the English language, both written and spoken. Watching them in our regular classes is like witnessing a well-choreographed dance – they breeze through assignments, eagerly raise their hands to answer questions, and engage in intellectual discussions that leave the rest of us scratching our heads.But the real magic happens in their enrichment classes. Here, they are pushed to new heights, tackling advanced reading materials, delving into literary analysis, and honing their writing skills to a razor-sharp edge. The atmosphere is electric, with a palpable sense of intellectual curiosity and a thirst for knowledge that is truly contagious.I've had the privilege of observing a few of these enrichment sessions, and let me tell you, it's like stepping into an alternate universe where English is not just a subject but a way of life. The students tackle complex themes, debate intricate ideas, and push each other to think critically and creatively. Their enthusiasm is infectious, and their progress is nothing short of remarkable.On the flip side, we have the remedial group – students who, for one reason or another, have fallen behind in their English studies. At first glance, this group might seem disheartened or even disinterested, but the reality is far more nuanced.I've witnessed firsthand the struggles these students face, whether it's grappling with unfamiliar vocabulary, navigating the intricacies of grammar, or simply lacking confidence in their abilities. But what's truly inspiring is the unwavering dedication of their teachers and the resilience of the students themselves.In their remedial classes, a different kind of magic takes place. The atmosphere is warm and nurturing, with an emphasis on building a strong foundation and instilling confidence. The teachers employ creative techniques, breaking down complex concepts into digestible chunks and using hands-on activities to make learning fun and engaging.I've seen students who once shied away from participating in class begin to raise their hands tentatively, their eyes lighting up with newfound understanding. I've watched as they tackle their weaknesses head-on, relentlessly practicing reading comprehension, writing exercises, and conversational skills until they begin to see the fruits of their labor.Both groups have their challenges, but what strikes me most is the unwavering determination and the sense of community that binds them together. The enrichment students push each other to greater heights, engaging in friendly competitions and encouraging one another to explore new horizons. Meanwhile, the remedial group has forged a tight-knit support system, with students helping each other navigate the obstacles and celebrating even the smallest of victories.As an observer, I can't help but feel inspired by the dedication and perseverance of both groups. The enrichmentstudents remind me that there's always room for growth, no matter how advanced one might be. Their thirst for knowledge and their willingness to push boundaries is a testament to the boundless potential of the human mind.On the other hand, the remedial group teaches me the importance of resilience and the power of a supportive learning environment. Their struggles serve as a reminder that progress isn't always linear, but with the right guidance and a positive attitude, even the most daunting challenges can be overcome.As I reflect on these experiences, I can't help but feel a sense of pride in my school and the efforts made to cater to the diverse needs of its students. The enrichment and remedial programs may seem worlds apart, but they share a common goal: to nurture the love of learning and to equip us with the tools we need to succeed in an increasingly globalized world.In the grand scheme of things, these programs are more than just academic exercises; they're a microcosm of life itself. They teach us that success is not defined by a single metric but by the journey we take and the obstacles we overcome. They remind us that true growth happens when we step out of our comfort zones and embrace challenges with open arms.As I look towards the future, I can't help but feel grateful for the opportunities our school has provided us. The enrichment and remedial programs have not only shaped our academic journeys but have also instilled invaluable life lessons that will undoubtedly serve us well in the years to come.Whether we're soaring to new heights or slowly but surely building a solid foundation, one thing is certain: we are all on a path of continuous learning and self-discovery. And with the support of our dedicated teachers and the camaraderie of our peers, I have no doubt that we will all emerge as well-rounded, confident individuals, ready to take on the world with our English skills firmly in tow.篇2A Report on 6th Grade English Enhancement and Remediation ProgramsEnglish class has always been one of my favorite subjects in school. I enjoy learning about grammar, expanding my vocabulary, and reading novels and short stories from around the world. However, I know English can be quite challenging for some of my classmates. That's why our school has special programs to help students who need some extra English practiceas well as more advanced coursework for students who excel at the subject.At the beginning of this school year, all 6th graders took an English proficiency test to assess our reading, writing, listening, and speaking abilities. The test results were used to identify students who qualified for the English enrichment program as well as those who needed remedial English instruction. I was excited to learn that my scores allowed me to participate in the enrichment program.The English enrichment class meets twice a week after normal school hours. There are around 15 students in the class taught by Mrs. Roberts, one of the most experienced English teachers at our school. The small class size allows for lots of individualized attention and interactive learning activities.In the enrichment class, we go beyond the standard 6th grade English curriculum. We read more advanced novels like The Giver by Lois Lowry and do intensive analysis of the themes, symbolism, and literary devices. We also work on creative writing pieces like short stories and poetry, giving each other feedback to improve our writing skills.My favorite units so far have been the ones on public speaking and debate. We learned techniques for overcomingnervousness, projecting our voices, and using gestures effectively when delivering a speech. The debateunit taught us how to construct persuasive arguments, effectively counter opposing viewpoints, and think critically about controversial issues.Thanks to the enrichment class, I've become a stronger writer, analytical thinker, and public speaker. The enrichment activities aredefinitely challenging, but they keep me engaged and learning at my full potential. I'm grateful our school offers this program to allow advanced students to continually progress.While I've been thriving in the enrichment program, some of my classmates have been getting extra help through the remedial English classes. These classes meet four times per week and have around 10 students per class to allow for very individualized instruction.My friend Jacob is in one of the remedial classes taught by Mrs. Klein. At the beginning of the year, Jacob struggled with reading comprehension, vocabulary, and putting his thoughts into writing. The remedial class has really helped him improve in these areas.In the remedial class, students get to work at their own pace on skills like phonics, grammar, spelling, and reading fluency.They take frequent short assessments to identify persistent problem areas and get individualized learning plans. The classes use lots of engaging games, technology, and hands-on activities to make the learning process fun and interactive.Jacob told me his reading comprehension has really improved thanks to strategies like drawing pictures to visualize what he's reading and discussing stories in small groups. He's become much more confident in his writing abilities after getting step-by-step guidance on the writing process and constructing well-organized paragraphs. Building his vocabulary through word-studying prefixes, roots, and suffixes has also helped him become a stronger reader and writer overall.While Jacob used to feel frustrated with English class, he now has a much more positive attitude. Having the opportunity to learn at his own level in a very supportive small group setting has boostedJacob's self-assurance. Mrs. Klein celebrates every achievement, no matter how small, which motivates Jacob to keep working hard.Jacob's mom told my mom that his grades in English have gone from D's and F's to B's and C's so far this year! She's so grateful the school offers the remedial program to get students back on track and ready for more advanced English work injunior high. Jacob still has some areas to improve, but he's made incredible progress thanks to the extra help he's received.Overall, I believe our school's English enrichment and remedial programs have been a great success this year. The enriched curriculum has allowed advanced students to get the challenge and individualized learning we need to continually expand our skills. At the same time, the remedial classes give struggling students the opportunity to solidify foundational skills and rebuild their confidence before moving on to more complex English concepts.Offering these specialized programs benefits students at all ability levels. Advanced students remain motivated by getting to learn above grade level standards. Struggling students get the customized practice and encouragement they need to improve instead of becoming frustrated and giving up. Keeping students learning at the appropriate level for their current abilities is so important for their academic success.I've definitely seen the positive impacts of the differentiated English instruction in my school. Students are more engaged during English class and have improved attitudes about the subject overall. Our English test scores and overall English grades have increased across the board this year compared to previousyears when these enrichment and remedial opportunities weren't available.As a student who takes pride in my English abilities, I appreciate that my school values excellence in this subject area. The enrichment class pushes me to perform at an advanced level and continually strengthen skills I'll need in higher education and my future career. However, I'm also glad my school provides struggling students the chance to catch up and be ready for more advanced English coursework. Everyone benefits from learning opportunities tailored to their individual needs.篇3My Name Is Sarah and I'm in the 6th GradeThis year at Franklin Middle School they started a new English enrichment program called the "Step Up to Success" program. It's for students like me who have been having a hard time with English class and need some extra help and practice. I'll admit, when I first found out I was getting signed up for it, I wasn't too excited. I thought it would just be more boring English lessons after our regular English class. But I was wrong - the Step Up to Success program has actually been really helpful and fun!The main teacher for the program is Mrs. Peterson. She's our regular 6th grade English teacher but she's also the one running the enrichment sessions. There are about 15 of us students spread across the 6th grade who were picked for the extra help based on our grades and test scores in English so far this year. We meet for an hour after school twice a week on Tuesdays and Thursdays.At first I thought it would just be the same as our normal English class, with Mrs. Peterson lecturing and giving us worksheets and readings. But it's completely different! The enrichment sessions are way more interactive and we get to work in small groups a lot. We play games, do activities, and even have competitions and challenges sometimes. It makes practicing English skills like grammar, reading, writing, and vocabulary way more engaging.For example, one of my favorite activities we did was a running dictation. Mrs. Peterson put a short paragraph up on the smart board, but then turned the board off after just 20 seconds. We had to take turns running back and forth, memorizing and writing down little chunks of the paragraph. It was hilarious watching my classmates sprint up to the board only to freeze because they forgot what it said. We were laughing so hard butalso really focusing to get it all written down correctly. Little games like that make learning grammar rules and punctuation stick in my brain way better than just doing worksheets.We also did this fun team competition around vocabulary words. Mrs. Peterson put us into groups of 3 or 4 and gave each team a list of 20 vocabulary words to learn and make study materials for. Then we had to face off against another team, taking turns trying to stump each other by asking for definitions of the words, using them in sentences, identifying synonyms, etc. The winners got candy as a prize! It was so much more motivating than just copying definitions from a dictionary like we usually do. Now when I see words like "perplexed" or "diligent", I actually remember what they mean.For writing practice, we do shared story circles which I really enjoy. One person starts with just a simple sentence like "The dark clouds rolled in over the city." Then we pass our notebooks around and each person adds on a new sentence, building the story little by little. We can get pretty creative and silly with the stories, sometimes ending up with wild plots about things like crime-fighting grandmas or alien invasions. It pushes me to come up with interesting word choices and details to make my sentences exciting and fit the flow of the developing story.We've also done peer editing activities where we swap drafts of writing assignments like personal narratives or persuasive essays. Having a couple classmates read over my rough drafts first is super helpful for catching little mistakes before I hand it into Mrs. Peterson. They can point out parts that are confusing or need more description. And it works both ways - reviewing someone else's writing makes me think more critically about things like clear organization and strong evidence.For reading comprehension practice, we've done things like reading mystery stories in small groups and then interrogating each other to see who was paying attention to all the key details. We also did a fun book tasting where Mrs. Peterson put out stacks of different novels and we moved around the room, reading just the first few pages of each book to see if it interested us or not. That was a cool way to get exposed to new genres and authors I might not have picked up on my own.Overall, the Step Up to Success program has been awesome so far. I used to really dislike English class and schwing so behind, but now I'm feeling way more confident. The hands-on activities, group work, and opportunities to review one another's work have all been so valuable. My quiz and homework grades have already improved a ton. I'm sure my scores on the big statereading and writing tests coming up will be better too after all this extra practice.I can't believe I'm saying this, but I actually get excited for the enrichment sessions now! They've made improving at English feel like playing games and having fun rather than just lectures and busy work. Mrs. Peterson has found a way to make skills like grammar, vocabulary, writing, and reading comprehension way more interactive and memorable. I'm so glad I got signed up for this program - it's really helped me step up my English abilities this year. Now if only they had an enrichment program like this for math class too... I could definitely use the extra support in that subject as well! But for now, I'm just going to keep soaking up all the tips and practice I can get from these awesome Step Up to Success sessions.。
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六年级
时间
9月粟建平、李建萍、黄柒柒、杨文成、谭伟
粟晓春、杨娅鑫等
训练内容
一：二十六个字母的读法
二：二十六个字母的写法
强调在书写时一定要用手写体，并且区分二十六个字母的大小写。
三：二十六个字母的相应的练习。
1.写出下列字母的小写
GIKF
效果或存在问题
通过学习学生基本上能正确读和学出二十六个字母。
班级
六年级
时间
9月
教师姓名
类别
培优
学生姓名
杨颖、杨城预、陈婉婷、杨碧霞、补新平等
训练内容
一：名词变复数
1、名词变复数的规律
2、名词变复数的练习
二：动词变为第三人称单数的
1、动词变为第三人称单数的规律
2、动词变为三单的练习
三：比较名词变复数和动词变为三单形式
效果或存在问题
通过练习，学生可以更好的掌握动词变为三单以及名词变复数的规律，通过比较来辅导学生可以使学生更好的区分名词变复数和动词的三单形式。