在一次小学语文“同课异构”教研活动中,有几位教师执教《谈礼貌》这一课。一位教师侧重于指导学生分角色朗读对话,要求读出感情,读出人物的性格特点。一位教师侧重于指导学生理解故事中说明的道理。一位教师侧重于指导学生抓住重点词语谈自己的感悟,体会人物的内心情感。还有一位教师联系《说勤奋》一课的叙事说理方法,引导学生关注课文是怎样把“学会礼貌待人,恰当地使用礼貌语言,就能使人 In a primary school language, ”Heterogeneous“ teaching and research activities, there are several teachers coaching ”politeness“ this lesson. A teacher focused on instructing students to read the sub-character dialogue, asked to read the feelings, read the character’s personality traits. A teacher focuses on guiding students to understand the truths explained in the story. A teacher focused on guiding students to seize the key words talk about their own sentiment, understand the inner feelings of the characters. There is also a teacher to contact the ”hard-working“ narrative method to guide students to pay attention to the text is how to ”learn to be polite, proper use of polite language, you can make people