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案例:2000年9月,我接任浙江炉桥中学高三(11)班的政治教师。该班有一个叫罗青(化名)的同学,学生称其为“双差生”。罗青的爸爸妈妈在上海做生意,他跟随奶奶生活。罗青早晨经常迟到,作业也总是不交,加之学习基础薄弱,成绩在年级6个文科班323名学生中处于倒数第二位,该生既无上进心也无自信心。班主任屡次耐心教育,但收效甚微。临近期中考试前,该班主任委托我与罗青同学“结对子”帮教。期中考试我在11班监考政治,离考试结束1分钟的样子,罗青突然将前排一个学习好的学生的答题卡抓过去抄。我发现后立即走过去让他交出别人的答题卡。考试
Case: In September 2000, I took over as a political teacher in the senior three (11) class of Zhejiang Furong Middle School. The class has a classmate called Luo Qing (a pseudonym), students call it “double bad students”. Luo Qing’s father and mother do business in Shanghai. He lives with his grandmother. Luo Qing is often late for work in the morning and his homework assignments are always poor. In addition, the basics of learning are weak, and his grades are second to last among the 323 students in six liberal arts classes. This student is neither self-motivated nor self-confident. The head teacher repeatedly educated but had little success. Before the mid-term exam, the class teacher entrusted me with Luo Qing’s “paired pair” assistant. In the mid-term exam, I was in charge of politics in 11 classes. One minute from the end of the exam, Luo Qing suddenly grabbed the answer card of a student who had learned good in the front row and copied it. Immediately after I found it, I walked over to let him hand over the answer card of others. examination