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老师在学生的心目中,有的是博学者的形象,有的是雄辩家的形象,有的是严父慈母的形象。如果有人问我,在学生的心目中,你希望是什么样的形象,我会毫不迟疑地回答:我愿是一个可敬可亲的普通教师的形象,是在通向知识宝库的崎岖不平的路上一个跋涉者的形象。这种愿望是在我的一次作文教学实践之后萌发的。那天,我们备课组拟了一个作文题《路》。我想跟以往一样,先来个启发提示,再提供些材料,然后让大家写。另一种方法是干脆来个“放胆文”,什么也别讲,待交上来批改后再加讲评。究竟采用哪种方法,我犹豫不定。经验告诉我,如用前者,写出来的文章大同小异,几乎是一个模子里倒出来的;如取后者,又会苦了许多学生,绞尽脑汁还不知从何下手,时间紧迫,最后只能草率成篇,质量也就可想而知了。由此我设想,如果这个题目让教
Teachers in the minds of students, some scholars image, and some are the rhetorical image, and some are the image of the father and mother. If someone asks me what you want in the minds of your students, I will answer without hesitation: I would like to be a respectable and decenterable ordinary teacher whose image is bumpy The image of a trekker on the road. This desire is germinated after my first essay teaching practice. On that day, our lesson preparation team proposed an essay question, “Road.” Like the past, I want to start with a hint, then provide some materials, and then let everyone write. Another way is simply to “bold”, do not say anything, to be submitted to comment after modification. Which way to use, I hesitated. Experience tells me that if the former is used, the articles written are almost the same, and they almost come out of a mold. If they take the latter, they will suffer a lot of students, and if they do not know where to start their work, the time will be limited. Only the last Sloppy into articles, the quality can imagine. From this I imagine, if this subject to teach