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新学期开学不久,我无意间走进一位年轻女教师的课堂,她正在上一节二年级的语文课,教的是《练习1》的“读读背背”。这项练习是教会学生四个成语:张灯结彩、欢聚一堂、普天同庆、喜气洋洋。不知是为了调节课堂的气氛,还是有意识地体现学生的主体作用,老师以这样的导语开始了她的教学:“小朋友,今天我们学习四个成语,谁愿意做‘小老师’领大家读一读?”话音刚落,小
Shortly after the new semester started, I inadvertently walked into the classroom of a young female teacher. She was in the second grade of Chinese class and taught “Exercise 1” in “Reading Back.” This exercise is to teach students four idioms: colorful, gathered together, celebrate all over the world, beaming. I do not know in order to adjust the atmosphere of the classroom, or consciously reflect the main role of the student, the teacher began her teaching with the lead: “children, today we learn four idioms, who are willing to do ’little teacher’ Read? ”Voice faded, small