教师都希望拥有热爱阅读、主动学习的学生。能主动学习的学生是被良性因素激发的好的受体,他们身上的主、被动干扰因素较少或较为隐形,是课堂的和谐因素。但事实上,被动学习因素仍广泛存在,这种因素可能产生于作为施者的教师或作为受者的学生,而学生正是其中最活跃也最不易把握的群体。如何理性认识干扰,智慧地化解来自教师或学生的干扰,需要我们细致地观察和研究。一、辨析悄悄话,强化磁场学生上课爱讲话的现象十分普遍,教师一转向黑板板书,教室中 Teachers all want to have students who love to read and take the initiative to learn. Students can take the initiative to learn is a good factor inspired by the good receptors, the body of them, the passive interference factors are less or invisible, is the classroom harmony factor. However, in fact, the passive learning factors are still widespread. Such factors may be generated by the teachers who are the recipients or the students who are the recipients, and the students are the most active and least-controlled group among them. How to understand the interference rationally and to intelligently resolve the interference from teachers or students requires careful observation and research. First, identify private messages, strengthen the magnetic field Students love speech is very common in class, a teacher turned to blackboard writing, classroom