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问:管老师,现在的孩子,写自己的愤怒、委屈、不满时,文字很有杀伤力;可写自己的幸福、快乐、感恩时,就写不出什么了,好像生活中没有快乐、幸福似的。我们该怎么看待这个问题?一这个问题很有意思。很多老师觉察到了,但仅仅停留在“觉察”阶段而已。不管你想不想、愿不愿意,数学题总得一步一步往下做;不管你心情怎样,做得出来就是做得出来,做不出来就是做不出来。情绪对数学作业有影响,但不大。作文不是。你有话要说,你想写,写的时候会充满
Q: Teacher Guan, the present child, wrote his own anger, grievances, dissatisfaction, the text is very lethal; can write their own happiness, happiness, gratitude, can not write anything, as if life is not happy, happiness Like. What should we think about this problem? This question is very interesting. Many teachers are aware of, but only stay in the “awareness ” stage only. Whether you want to or do not want to, do not want to, math problems always have to do step by step down; no matter what your mood, done is to do it out, can not do it out is impossible. Emotions have an impact on math homework, but not much. Composition is not. You have something to say, you want to write, write time will be full