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在课堂教学中,反馈能使教师和学生及时了解教与学的真实情况,从而调节教与学的节奏、优化教与学的过程,可谓举足轻重。但在教学实践中,有些教师忽视学习内容的不同性质和学生的情感、特点与个性,使反馈这一中心环节黯然失色,并造成学生对英语课的畏惧和厌学情绪,不利于学生身心的健康发展。为此,笔者一直在这方面进行不断地研究、探索,以下是在实践中的几点尝试与体会。
In classroom teaching, feedback can enable teachers and students to keep abreast of the real situation of teaching and learning, so as to regulate the pace of teaching and learning and optimize the teaching and learning process, which can be described as pivotal. However, in teaching practice, some teachers ignore the different nature of learning content and students’ emotions, characteristics and personality, so as to overshadow the central part of feedback and cause students’ fear and dislike of English classes, which is unfavorable to the students’ mind and body healthy growth. To this end, I have been in this area continue to study and explore the following is the practice of a few try and experience.