在一次课间的闲聊中,听到一位老师说:开学快两个月了,我所带班级的学生还有一半叫不出名字。听了这句话,我禁不住想了想自己的情况,猛然发现在,我所带的选修班里居然还有十来个学生不熟悉,更别说必修班了。翻开成绩看一看,那部分学生成绩都处于中等上下的位置,不是最差但也不令人满意。到教室上课时,一眼望去,有些面孔虽然熟悉,但始终想不出名字,自然上课时也从未叫他们回答过问题,反思一下,在看似紧凑有序的课堂里可能我们忽略了很多问题。在课堂上乃至课后,我们关心较多的可能只有两类学生:一类是成绩好的,一类是成绩差的。而往往忽略了中间这个大集团。上课时不提问,甚至连一个交流的眼神都没有;课后就更不注意了,常常在路上相遇时也显得很陌生。 During a chat in class, I heard a teacher say: It took almost two months for the class to start and half of the students in my class could not name it. After listening to this sentence, I could not help but think about their own situation, suddenly found in the elective classes I brought actually there are dozens of students are not familiar with, let alone to compulsory classes. Open the score to see, that part of the student performance are in the upper and lower position, not the worst but not satisfactory. When I was in class, I glanced at some of my faces. Although I was familiar with some of my faces, I still could not figure out my name. I never told them to answer the questions in class. Reflecting on the seemingly compact and orderly class, we may have overlooked many problem. In the classroom and even after class, we may only care about more than two types of students: one is good grades, one is the poor grades. And often overlook the middle of this big group. Do not ask questions in class, not even an exchange of eyes; more attention after class, often when the encounter on the road seems strange.