在精心准备了一节《　的烦恼》教学设计后,我满怀信心地走进教室。上课伊始,播放完一段惆怅的音乐后,我深情地说道:“每个人都有烦恼,烦恼常常与我们相伴,谁能上来说说你有什么烦恼?”当我把问题抛出后,顿时,教室里出奇地安静,学生们陷入了深思。一分钟过去了,两分钟过去了,五分钟过去了,连平常能言善辩的学生也都呆呆地坐在座位上。于是,我“降低难度”鼓励道:“谁最厉害,能用一句话说说你的烦恼?”一分钟过去了,没人举手;两分钟过去了,还是没人举手。透过学生的眼神,我敢断定,他们有许多话要说,但为什么没人举手,为什么教室里静得有些异常呢? After carefully preparing a “troubled” instructional design, I walked into the classroom with confidence. At the beginning of the class, after playing a piece of melancholy music, I said with deep feeling: “Everyone has troubles, troubles often accompany us, who can tell me what troubles you?” “When I throw the question, Suddenly, the classroom was surprisingly quiet, the students into deep thought. A minute passed, two minutes passed, five minutes passed, and even eloquent students sat down in their seats. So, I ”reduce the difficulty “ encouraged: ”Who is the most powerful, can you use one sentence to talk about your troubles?“ ”A minute later, no one raised his hand; two minutes passed, or no one raised his hand. Through the eyes of the students, I dare conclude that they have many things to say, but why no one raised his hand and why the classroom is still somewhat abnormal?