论文部分内容阅读
小学阶段教学中一些干扰课堂教学的事件时有发生,如游离走神、窃窃私语、东张西望等。这些看起来并不起眼的事情,往往会使我们教师花费大量的时间去处理。几十分钟的课堂时间,能够真正有效利用的教学时间为此而损耗了一部分。而学生投入学习时间也相应减少了许多。这种课堂问题行为是消极、负面的,而且具有普遍性,不但后进生有问题行为,优秀生也会有问题行为。而小学生的课堂问题行为一旦产生了,则事后的矫正远比单纯学习新行为困难得多。因此,
Something that interrupts the teaching of the classroom from time to time in primary school has taken place, such as free walking, whispering, looking around and so on. These seemingly insignificant things often make our teachers spend a lot of time to deal with. Tens of minutes of classroom time, the teaching can really make effective use of part of the loss. And the time that the student puts into study also correspondingly reduces a lot. This class of behavior is negative, negative, and universal, not only posthumous problems behavior, outstanding students will also have problems behavior. Once the pupils’ classroom problems occur, it is far more difficult to rectify the situation later than simply learning new behaviors. therefore,