一、“小老师”作用大在一节复习课上,计算题中有两道题学生结果做得不一样,发生了争议,我没有表明态度肯定哪个或者否定哪个。我叫一名学生到前面讲题,他是正确答案的代表,他大大方方、很有自信地把这道题有根有据地讲了出来,错了的同学一下子就明白了,通过对比发现了自己失误的原因,同学们自发地给他送去了热烈的掌声。另一道题也叫了一名男生,是错误答案的代表者,他讲着讲着底气不足了,因为他发现了漏洞,下面的同学就及时给纠正过 First, the “little teacher ” big role in a review class, there are two questions in the calculation problem Students do different results, there has been controversy, I did not indicate which attitude affirmed or deny. I called a student to the front of the topic, he is the correct answer to the representative, he is very generous, with confidence confidently put it out of this problem, the wrong students suddenly understand, through Contrast found the reason for their mistakes, the students spontaneously sent him a warm applause. Another question also called a boy, is the representative of the wrong answer, he speaks of emboldened enough, because he found a loophole, the following students promptly corrected