一日,上完“长方形和正方形的认识”这节课,感觉很不好:学生们折纸验证长方形的特征时,缺乏秩序感;小组合作时,拖拖沓沓缺乏效率;汇报交流时,常常无法组织好语言流畅地加以表达;比较长方形和正方形的特征异同时,更是答非所问……我一遍遍在脑海里回放着课堂现场的情景,内心五味杂陈:“唉,问题到底出在哪儿呢?”如果总是习惯性地将原因归咎于学生,可能无法 On the first day, after finishing the lesson, “Understanding of Rectangles and Squares” did not feel very good: students lacked the sense of order when origami verified the characteristics of a rectangle. When the group cooperated, it was not efficient enough to procrastinate. When reporting exchanges, Often can not be organized to express the language fluently; more rectangular and square features different at the same time, is even more of a non-question ... ... I over and over again in my mind back to the scene of the classroom scene, heart mixed: “Oh, the question is in the end Where? ”" If you always habitually blame students for their reasons, they may not be able to