我们曾在某校一个班调查了三节课的提问情况。结果是:三节课教师共提问一百六十二人次。九个学习好的同学共被提问六十七人次,占百分之四十一,其中一个“尖子”学生被提问了十七次。十六个差生仅被提问二十一人次,占百分之十三。三节课未被提问一次的六个同学有五个是差生,其中一个同学举了十二次手,竟未被喊到一次,成了“被遗忘的人”。据了解,这个班的情况还是比较有代表性的。 We have investigated the question of three classes in a class at a certain school. The result is that three classes of teachers asked a total of 162 questions. Nine of the students who had studied well were questioned a total of 67 questions, accounting for 41%. One of the top-a-notch students was questioned seventeen times. Twenty-six poor students were only questioned 21 times, accounting for 13%. Three classes were not asked once Five of the six students were poor students, one of the students gave twelve hands, was actually not called once, became a “forgotten person.” It is understood that the situation in this class is still more representative.