一、案例在一次县级评优课中,我听了《浅水洼里的小鱼》一课(义务教育课程标准实验教材二年级上册)。教师为了让学生更好地体会小男孩的爱心,设计了这样的教学环节:师:让我们一起来重复一下小男孩不停捡鱼扔鱼的动作好吗?(生全体起立做“捡鱼、扔鱼”的动作)(做了七八个动作后)师:做完这些动作后,你们累吗?(师先后找了三名学生,均回答“不累”)师(焦急状,又找一生):你说说,真的不累吗?生(会意地):累。师(面露微笑):你们做了这么一会儿就觉得很累,那小男孩不停地捡、扔成百上千条小鱼,难道他不累吗? First, the case in a county appraisal class, I listened to the “shallow water in the small fish,” a lesson (Compulsory Education Curriculum Standard Experimental Teaching Materials Grade Two). Teachers in order to allow students to better understand the love of a boy, designed such a teaching link: Teacher: Let’s repeat the little boy kept picking fish to throw fish movement okay? (Do seven or eight moves) Teacher: After doing these actions, are you tired? (The teacher has to find three students, all answer “not tired ”) teacher Like, but also for a lifetime): you talk about, really not tired? Health (knowingly): tired. Teacher (smiling): You did so for a moment feel very tired, the little boy kept picking up, throwing hundreds of thousands of fish, is he not tired?