案例:人教版二年级下册《揠苗助长》一课的教学。在课堂的开始,老师让学生自主学习寓言,找出文章中的生字词和不理解的句子,进行小组讨论,然后由小组提出,班级讨论。经过15分钟的小组讨论,教师让每个小组选出代表朗读课文并开始找学生对文章的内容进行复述。就在这时,H小组组长突然举手道:“老师,我们组认为这篇寓言有问题!”“你看,书上写这个人把禾苗一根一根地往上拔,可是小禾苗那么脆弱, Case: PEP Teaching in the second grade, ”Miao Miao Fuchang“ a lesson. At the beginning of the class, the teacher asked the students to learn the allegory autonomously, find the words and sentences they did not understand in the article, conduct the group discussion, and then the group proposed the class discussion. After 15 minutes of group discussion, teachers asked each group to elect a delegate to read the text and start looking for students to repeat the article. Just then, H group leader suddenly raised his hand: ”Teacher, our group think there is a problem with this allegory! “ ”You see, the book write this person to pull up the seedlings one by one, But small seedlings so fragile,