[引言]教学的艺术不在于传授知识的本领,而在于鼓励、唤醒、鼓舞。[案例]在“关注结果到关注过程”这一评价重心转移的今天,如何评价一个“问题”学生,是我一直感到棘手的问题:“肯定”不了,“否定”不行,甚至激励的话也不知如何说起!出现问题——那天我给二(2)班上《动物世界》。到讨论“爱护小动物”的环节,同学们兴高采烈争着发言:“小动物是人类的朋友!”“我喜欢小动物!”“我们要爱护小动物!” [Introduction] The art of teaching is not about the ability to impart knowledge, but rather to encourage, awaken, inspire. [Case] ​​How to evaluate a “question student” is a problem that I have always felt thorny in the shift of the “focus on result-to-focus” assessment: “yes”, “no” or even motivational How to talk about it! Problems - I gave two (2) classes to “Animal World” that day. To discuss the “loving small animals” part of the students eager to speak: “animals are human friends!” “I like animals!” “We want to care for animals!”