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有两个语文教师,同是用一节课教《爱莲说》。一位老师教后,全班学生都能正确掌握字词,理解文意,人人能诵读,百分之五十的学生能背诵半篇,百分之三十的学生能背诵全文。另一位老师教后,全班仅百分之七十的学生掌握字词,理解文意,百分之五十的学生能诵读,无一人能背诵。为何效果如此悬殊?原来第一位教师善于调度学生心理。他首先用五分钟指导学生看注释,然后指名朗读,接着讲解、读练。在读练时,从较容易的部分开始,学生轻松自如,形成了一种心理优势。乘“势”而动,一气呵成。另一位教师则是本
There are two language teachers, with the same lesson “love lotus said.” When a teacher teaches, all the students in the class can correctly grasp the words, understand the text, everyone can read, 50% of the students can recite a half articles, and 30% of the students can recite the full text. After another teacher taught, only 70% of the students in the class got the word, understand the text, and 50% of the students read it. No one can recite. Why the effect is so poor? The original teacher is good at scheduling student psychology. He first used five minutes to guide students to read notes, then read aloud, then explain, read practice. In reading practice, from the easier part, students feel comfortable and comfortable, creating a psychological advantage. Take “potential” and move in one go. Another teacher is this