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一、用讲故事的方法对学生渗透责任感“在公共汽车上,一位十来岁的男孩子,安然自得地坐在座位上,而他年老体弱的奶奶却站在一边,手里还拎着装东西的包,身子不免颤颤巍巍的。”老师问:“听了这个故事,你想对小男孩说什么?”学生纷纷举手发言说道:“你太没礼貌了,应该让老奶奶坐……”对同学的发言,我有意识地说道:“面对这样的事情,你应该怎样去做呀!”有的同学又纷纷举手说道:“我应该拿重的东西,并且让奶奶坐着……”面对同学的发言,我因势利导:
First, the use of story-telling approach to the sense of infiltration of students “In the bus, a teenager boy, sitting comfortably in his seat, while his frail grandma was on the sidelines, hands But also carrying a pack of things, the body can not help but trembling. ”The teacher asked: “ Listen to this story, you want to say to the little boy? ”Students have raised their hands and said: “ You are too rude , Should let the grandmother sit ... ”To the classmate’s speech, I said consciously: “ In the face of such a thing, how should you do it! ”Some students also have raised their hands and said: “ I should take Heavy things, and let Grandma sit ... ”Face the classmate’s speech, I make the difference: