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通过走访及查阅资料发现“差生”一词仍普遍存在于外语教学中,而且以一种更加隐蔽的方式影响外语教师的观念和行为。笔者认为在某种程度上对所谓的“差生”从传统意义上定义是不科学的。学生的“差”来自于各方面因素,并不只局限于学生本身,并且一旦被贴上差生的标志,会对学生产生诸多不利影响。因此,通过多元智能理论对外语教师的行为及思维方式的改变,要求外语教师了解自己的学生,重视学生的个性差异,培养学生的自主性,消除外语教师“差生”观念的这种现状。
Through the visit and access to information, it is found that the term “poor student ” is still commonly used in foreign language teaching and affects the foreign teachers’ beliefs and behaviors in a more concealed way. In my opinion, it is unscientific for the so-called “poor students” to be traditionally defined. Students “poor ” from a variety of factors, not only limited to the students themselves, and once labeled as poor students, students will have a lot of adverse effects. Therefore, changing the behavior and thinking mode of foreign language teachers through multiple intelligence theories requires foreign language teachers to know their own students, pay attention to the individual differences among students, cultivate students ’autonomy, and eliminate the current situation of foreign teachers’ “poor students” .