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今天,璐璐一大早就对我说:“老师,我想教小朋友折‘红心’,好吗?”我欣然同意。只见璐璐兴奋地走到前面,当起了“小老师”:“这颗‘红心’是用正方形纸折的。你们看,先这样折,这样折,然后翻过来,再这样,这样,这样就折好了。”由于她的叙述不具体,说得又快,小朋友们一脸的迷茫。当时我没有打断她,而是想引导她根据别人的反应进行自我调整。当许多孩子围着璐璐问这问那时,璐璐有些应接不暇了,她只好着急地来征求我的意见:“老师,我再讲一
Today, Lulu said to me early in the morning: “Teacher, I want to teach my children to fold the heart, okay?” I readily agree. I saw Lulu excitedly came to the front, became a “little teacher”: “This” heart “is folded with a square paper.You see, first such a fold, so folded, and then turned over, and so on, so, This folded off. ”Because of her narrative is not specific, put it fast, children look confused. At that time I did not interrupt her, but wanted to guide her to self-adjust according to the response of others. Lulu was overwhelmed when many children asked about Lulu. She had no choice but to seek my advice. "Teacher, let me talk about one