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课余,整理教学笔记时,有一个我曾经引以为傲的教学案例引起了我的思考。那是几年前我在外地上公开课时发生的一幕。那堂公开课上,课一开始,在复习生字这个环节,我请学生上来领读上节课学的词语。孩子们十分踊跃。其中一个小男孩高举着手拼命地挥舞,表现得特别积极,我马上请了他。小男孩兴高采烈地登上讲台,清清嗓子,流利地发出了命令:请大家看黑板,跟我读。我欣慰地看着他,期待着他接下来的精彩领读。但是接下来,可真是让我始料未及!读完前面几个词语后,接二连三的错误就来了。我小声地在后面纠正着。最
After class, finishing my teaching notes, there was a teaching case I used to be proud of that gave me some thought. That was the scene I took in an open class in the field a few years ago. That open class, the beginning of the class, in reviewing the word link, I asked the students to take the last lesson to learn the words. Children are very enthusiastic. One of the boys, who wielded his hand and desperately waving, was particularly active. I immediately invited him. Boys happily boarded the podium, cleared his throat, fluently issued the order: Please see the blackboard, read with me. I am pleased to look at him and look forward to his next great reading. But then, can I really unexpected? After reading the first few words, one after another mistake came. I whispered to correct behind. most