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上一堂课,象写一篇文章,事先须严密地构思,精心地设计。但这并不排斥在课上有时灵机一动,暂时偏离教案,偶尔发挥一下。记得教《风筝》时,一个顽皮而不用功的学生读课文的开头两节;他读得疙疙瘩瘩,连有些习见的常用字也读错了,竟把“秃”读为“光”,全班顿时哗然,我却啼笑皆非。气恼之余,不知怎么,我突然从“秃”与“光”联想到了阿Q,立即意识到如借他来说明纠正错别字,一定是生动而有效的。于是,他一读完,刚刚颇为狼狈地坐下,我就开口了:“×××同学还读得不错……”这本是我常常鼓励学生的一句口头禅,不期然此时脱口而出,竟引得同学们大笑起来,以为我是在讽刺。但一言既出,驷马难追,当务之急是要讲出“不错”的根据来,以纠正同学的错觉和解除那个学生的尴尬,这时我突然想起几天前遇到的一件事,于是,我马上接下去说:“这两节课文中,‘寂寞’的‘寂’字是比较难读的。上星期天,我去工人文化宫看电影《寂静的山林》,就听见两个青年把片名中‘寂’读成‘叔’。他们起码有二十多岁了,×××同学刚十三岁,能把“寂”读对,就不简单。”然后我又马上转弯:“但×××同学把‘秃’读成‘光’,是不应该的。我给你们讲过阿Q的故事。阿Q的头是‘秃’的,所以,他最忌讳人家说‘光’、‘亮’和‘灯’。可见‘秃’与‘光’确有关联,但又毕竟不同,‘秃’是‘秃’,‘光’
The last lesson, like writing an article, must be carefully conceived in advance and carefully designed. However, this does not exclude the fact that in the course of time, there is a sensation, a temporary deviation from the lesson plan, and occasional play. When I remember teaching “Kite”, a naughty and ineffective student read the first two sections of the text; he read it, and even some of the common characters he read were also read incorrectly. He actually read “Bald” as “Light”. Suddenly, I was ridiculous. Excessively angry, I do not know how, I abruptly think of Ah Q from “baldness” and “light”. I immediately realized that if I used him to explain correcting typos, it must be vivid and effective. So, after he had finished reading, he just sat down with awkwardness and I began to say: “The students are still reading well...” This is a mantra that I often encourage students to use. The students laughed and thought that I was ironic. But when we say nothing, it is difficult to chase the horses. The most pressing task is to say “good” grounds to correct students’ illusions and relieve the student’s embarrassment. Then suddenly I think of something that I encountered a few days ago. So, I immediately went on to say, “The words “lonely” in the word “lonely” are more difficult to read in these two texts. Last Sunday, I went to the Worker’s Cultural Palace to watch the movie Silent Hill, and I heard two youths put the title on the film. “Zi” was pronounced as ’unclear’. They were at least 20 years old. When the students of XXXX were just thirteen years old, it was not easy to read “Silent”.“ Then I turned immediately: ”But × It’s wrong for the ×× classmate to read ’Bald’ as ’Light’.I told you the story of Ah Q. Ah Q’s head was ’bald’, so he was most afraid of people saying ’light’,’ Bright ’and ’light’. It can be seen that ’baldness’ and ’light’ are indeed related, but after all, different, ’bald’ is ’bald’, ’light’