在教学“旁边”一词时,我采用了直观演示的方法。先引导学生阅读课文中的有关句子领会词义,然后让他们解词。有一个学生说:“‘旁边’就是不远的地方。”课堂上没有反驳意见,对学生这个不确切的解释,我没有急于表态,而是走到课桌的旁边面向学生站着,问:“老师的旁边放着什么?”一个学生说:“老师的旁边放着课桌。”我加以肯定,又问:“大家再看老师旁边还有什么?”多数学 When teaching the word “beside”, I used an intuitive presentation. First guide students to read the text of the relevant sentences to understand the meaning, and then let them solution. One student said: “Beside you are not far away from me.” There was no refutation in class, and I was not in a hurry to express my opinion about the student. Instead, I walked over to the school desk and stood facing the student and asked: “What's next to the teacher?” One student said: “The teacher next to the desk.” I affirmed and asked: “Everyone look at the teacher next to what?” Most Mathematics