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下面是笔者在教学中碰到的一个实例: 1994年9月16日下午2时20分左右,初二(5)班地理课伊始,忽然地倾桌摇,但地震片刻即逝。学生一片骇然,教学似乎无法持续,怎么办?我灵机一动,马上调整教学进度和内容,把原来要教的第二章“中国的民族”改变为第三章“地震、火山和泥石流”。学生的注意力立即被吸引到课本上来,个个都想知道地震是怎么回事,我国地震活动和分布情况如何。这样,把当时发生的实际与教学巧
The following is an example encountered by the writer in teaching: At about 2:20 pm on September 16, 1994, at the beginning of the geography class in the second-year (5) class, the table was shaken suddenly, but the earthquake died instantly. The students were uproared and the teaching seemed unsustainable. What should I do? I took the initiative to immediately adjust the progress and content of the teaching and changed the second chapter of the “Chinese nation” that I was going to teach into the third chapter “Earthquake, volcanoes and mudslides.” The students’ attention was immediately drawn to the textbooks. All of them wanted to know what happened to the earthquake and how the earthquake activity and distribution in China were. In this way, the actual and teaching skills