一位朋友曾讲述他儿子的上学故事:某次考试的一个题目是根据所给的材料,发表自己的看法。试卷发下来以后,孩子发现自己一分未得;于是不服气,和老师争论起来。老师说因为他写的不是标准答案。孩子反问:您只是让我们发表自己的看法,怎么还有标准答案?师生为此僵持了一个月之久。最后,孩子认识到自己还要与老师长期共处,就主动妥协了。对此,我的朋友感慨地说:孩子的妥协就是教育的悲哀。由此事我们可以看出,教师的预期是:学生从材料出发,沿着一条被规定好的线路,得出标准答案。这是典型 A friend once told the story of his son’s going to school: One of the topics of an examination is to express his own opinions based on the materials given. After curling it down, the child discovered that he had not scored one point; then he was not convinced and argued with the teacher. The teacher said because he wrote not the standard answer. The child asked: You just let us express our opinions. How do we still have the standard answer? The teachers and students have stagnated for a month. In the end, the child realized that he had to live with the teacher for a long time and he actively compromised. In this regard, my friend said with emotion: The child’s compromise is the sadness of education. From this we can see that the teacher’s expectation is that the student proceeds from the material and follows a prescribed route to arrive at a standard answer. This is typical