作为一名教师,在上课之中最感 头疼的那就得算一些学生精神萎靡 不振,甚至进入梦乡。记得在我刚上 讲台时,一看见有学生睡觉,不是在 课堂上大声批评,就是对其罚站或撵 出教室,但时间一久就发觉这些方法 不行,因为它所产生的负效应太大。 第一,教师所作的工作事倍功半,学 生并未在这些“教育方法”中学到什 么知识;第二,容易产生严重的师生 情绪对立,教师不愿上这种班级的 课,相反,学生也不愿听这种教师的 课。因此,我们可想而知在这种不和 谐的教学气氛中要想达到一种比较 好的教学效果那是很难的。 “幽默教学”的好处就在于正好 适合于中学生的心理特点,让一种轻 松、和谐、愉悦的气氛伴随着他们,让 他们在笑声中去获取知识,在笑声中 As a teacher, one of the most troublesome in the class is that some students are desperate and even fall asleep. I remember that when I first came to the podium, as soon as I saw a student sleeping, I didn’t criticize loudly in class, I was punishing myself for standing or rushing out of the classroom. But as time went by, I realized that these methods were not working, because the negative effect was too great. First, what teachers do is less effective. Students do not learn anything about these “educational methods.” Second, they are prone to serious emotional opposition between teachers and students. Teachers are reluctant to attend classes in this class. On the contrary, students are not Would like to listen to this class of teachers. Therefore, we can imagine that it is difficult to achieve a relatively good teaching effect in this discordant teaching atmosphere. The advantage of “humor teaching” is that it is suitable for the psychological characteristics of middle school students, so that a relaxed, harmonious, and pleasant atmosphere accompanies them, allowing them to acquire knowledge in laughter and laughter.