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一日,领导检查备课笔记,青年教师A因教案简短,不甚完备详尽,受到了严肃的批评;而对另一位青年教师B的教案,领导赞不绝口,推崇备至,视为样板。舆论顿时大哗。先说青年教师A,他教龄虽然不长,但平日肯动脑筋,又乐意接受新事物,加上勤学好问,注意积累,所以他的知识面宽,教学功底比较扎实。同时,这位青年教师语言表达准确流畅,还能写得一手好文章,在十多家刊物上发表了几十篇有份量的论文。他讲的课尤其是作文指导课,新鲜生动,富有启发,深受学生欢迎。可是,他却不大乐意写教案,总喜欢在教本上勾勾画画。那位青年教师B的情形却有点相反。他的着力点只放在备课笔记的书写上,每个教案总写得满
On the first day, the leadership inspected preparations for taking notes. Young teacher A was seriously criticized for his short teaching plan. He was highly praised and praised by another young teacher's teaching plan. Public opinion suddenly loudly. First of all, young teachers A, although his teaching age is not long, but on weekdays brains, but also willing to accept new things, coupled with diligent learning, pay attention to accumulation, so his wide knowledge, teaching a solid foundation. At the same time, the young teacher's language is accurate and fluent. He can also write well-written articles and dozens of well-published papers in more than a dozen journals. His lectures, especially essay tutorials, are fresh, entertaining and well received by students. However, he is not willing to write lesson plans, always like to paint in the textbook. The situation of young teacher B is quite opposite. His focus only on the preparation of notes in writing, each lesson plans always filled