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判定一堂课是否优质,许多小学语文教师心中都有一个或隐或显的标尺——课堂气氛。气氛活跃的语文课,学生参与积极、师生互动热烈,课堂显得生动有吸引力,听课的领导、教研员也常常被课堂活动吸引,更倾向于将这样的课确定为优质课。确实,这样的语文课有其独特的魅力,但我们讨论语文课的优质与否,如果被“气氛是否活跃”牵着鼻子走,就容易失之偏颇。1请看一位教师在上《真想变成大大的荷叶》(苏教版二下)一课的一个片段:
To determine whether a class is of high quality, many primary school language teachers have a hidden or explicit scale in their hearts - the classroom atmosphere. Active Chinese classes, active student participation, warm interaction between teachers and students, the classroom appears vivid and attractive, lectures leadership, teaching and research staff are often attracted by classroom activities, more inclined to such a course as a quality class. Indeed, such Chinese lessons have their own unique charm. However, if we discuss the quality of Chinese lessons, we may easily lose their preference if they are led by their noses. 1 Look at a section of a lesson from a teacher who “really wanted to become a big lotus leaf”