一位教师反映说,他上了同一内容的两节数学课,一节课自己感到很满意,可谓“一帆风顺”;另一节课上得较别扭,因为纠正学生学习中的问题,花了不少时间。可是第二天的作业交上来,出乎意料,自认为上得顺利的班级,有三分之一的作业错误较多;而上得别扭的班级,作业除一、两个人有错外,基本上全对。这两种截然不同的效果,使他感到疑惑不解。 A teacher reflected that he took two mathematics lessons of the same content and felt very satisfied with one lesson and described as “smooth sailing.” The other lesson was more awkward because it did not help to rectify the problems in student learning. Less time. However, the next day's operation was handed in. Surprisingly, one third of the class considered to be doing well went down with more mistakes. The class that was awkward, the exception of one or two assignments, All right. These two completely different effects made him puzzled.