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某日,听一位小学低年级老师教《孔融让梨》.这位老师在有条不紊地进行字词句的训练之后,连设三问,实录如下.老师问:“孔融四岁的时候,有一天和谁一块吃梨?”——“和哥哥一块吃梨.”又问:“孔融拿了大梨还是小梨?”——“孔融拿了一个小梨.”再问:“孔融为什么吃小梨?”——“因为孔融是弟弟.”这样的设问,似乎天衣无缝,然而我敢说,她的这节课失败了.显然,“弟弟”不是“应该吃小梨”的理由.小学低年级学生分析与综合的水平低,往往不能看出事物的主要方面和事物各部分的联系,而常以事物的偶
One day, he listened to a young primary school teacher who taught “Kong Rong lets a pear.” After the teacher's methodical training of words and sentences, he even set three questions and recorded the following: Teacher Q: “Kong Rong was four years old When, one day, with whom to eat a piece of pear? ”- “ And brother a piece of pear. ”Also asked:“ Kong Rong took big pear or small pear? ”“ - ”Kong Rong took a small pear “And then ask: ” Kong Rong why eat pears? “- ” Because Kong Rong is brother. “This question seems to be perfect, but I dare say that her class failed. ”Younger brother “ is not ”should eat a small pear " reason.Primary junior high school analysis and synthesis of low level, often can not see the main aspects of things and the various parts of things, and often things even