先说两个例子。 一次展示课,某青年老师执教日本作家清冈卓行的散文《米洛斯的维纳斯》,这是一篇文质优美、意蕴丰富的美文。 一开始,教师要求学生用一句话概括文意。学生回答踊跃。接着,教师引导学生对课文中的一个句子进行分析,前后共用了八、九分钟。(注:两次讨论后,教师都未对学生回答进行指导性的评点,只 Let me first talk about two examples. In a demonstration class, a young teacher coached the Japanese writer Kiyooka’s essay “The Venus of Milos,” which is a beautifully written text with rich meaning. In the beginning, the teacher asked the students to summarize the text in one sentence. The student responded enthusiastically. Then, the teacher guides the students to analyze one of the sentences in the text and shares it for eight or nine minutes. (Note: After two discussions, the teacher did not give a guiding comment on the student’s answer, only