在昆明召开的一次教学观摩课上,一位青年教师执教《事物是普遍联系的》一课受到了人们的关注。整堂课以清新淡雅的隽永风格感染和启迪着学生。在理论讲解之后,教师设计了一道讨论题:“请运用联系的观点,为云南的发展献计献策”。在实施讨论之前,为了帮助学生理清分析问题的思路,教师出示了云南及周边省市、周边国家的地图,从地理位置的角度引导学生把握云南内、云南省与我国东部地区及与边境国家三个关系层面,继而形成了以上三对联系的分析角度。教师原先设计是将学生分成三组,首先让每组代表从三个关系层面中自选一个选题,然后组织讨论,再交流。但在实施这一教学环节时,三位学生代表在自报选题的同时都很自然地想陈述选题的理由和解决 At a teaching observation class in Kunming, a young teacher coached the lesson “Things Are Universal.” There was a lot of concern. The whole class infect and inspire students with a fresh, elegant and timeless style. After the theory is explained, the teacher has designed a discussion question: “Please use the point of contact, offer suggestions for the development of Yunnan ”. Before the implementation of the discussion, in order to help students sort out the idea of ​​analyzing the problems, the teachers present the maps of Yunnan and its neighboring provinces and neighboring countries and guide the students to grasp the geographical location of Yunnan, Yunnan, eastern China and border countries Three relationship levels, and then formed the above three pairs of analysis of the point of view. Teachers originally designed to divide the students into three groups. First, each group of representatives should choose one topic from three levels of relationship, and then organize discussions and exchange. However, during the implementation of this teaching session, the three student representatives naturally wanted to state the rationale for the selected topic and solve it