批阅完学生们的周记,特地选了几篇有进步的文章,在上课之前,读给大家听。但这一次分享周记的形式有所不同。我搬来一把椅子,郑重地宣布:“从今天开始,有进步的同学将站在这把椅子上,庄严地朗读自己的作品。这把椅子就是我们班的‘朗读台’。”陆陆续续请几个同学站在椅子上朗读,班内开始还有些窃窃私语,但渐渐变得鸦雀无声——他们都盯着站在“朗读台”上的学生,认真地聆听着。他们读完后,我问了大家一个问题:“当站在‘朗读台’上或者看着‘朗读台’的人朗读的时候,你有什么想法?”“我觉得好紧张。”“我觉得很刺激!” After reading the students’ weekly notes, I specially selected several articles with progress. Before class, I read it for everyone. However, the format for sharing the weekly note is different at this time. I moved into a chair and solemnly declared: “Starting today, progressive students will stand on this chair and read their work solemnly. This chair is the ’reading table’ for our class.” “ One after another, I asked some of my classmates to read aloud in my chair. There were still some whispers in the class, but gradually they became silent - they all stared at the students standing on ”Reading Table“ and listened attentively. After they finished reading, I asked everyone a question: ”What do you think when someone who is reading or reading a piece reads aloud? “ ”I feel so nervous. “ ”“ I feel very exciting! ”