语言活动中,王老师和孩子一起阅读图画故事书。王老师带着孩子一页页翻看,边看边根据画面提问,并总是及时梳理孩子们的答案。孩子们的反应都很投入,表情专注,不时地还有会心的微笑,但是回答问题的就那几个幼儿,虽然王老师也采取一些措施,比如鼓励、启发,但是好像并没奏效。活动后,一些老师指出,王老师应该把活动设计得更有趣一点,激发更多的孩子积极表达;但有一些教师认为,孩子已经投入到故事中了,没表达也不是不明白,不需要所有孩子都言说。您怎么看待这个问题呢?在文学活动中,您如何处理类似的情况呢? In language activities, Teacher Wang and her children read the story book together. Wang took a look at the page with the child, while watching the question according to the screen, and always sort out the children’s answers in time. The children’s reactions are devoted, their expressions are focused, and there are occasional smiles. However, the few children who answered the questions asked, though Master Wang also took some measures, such as encouraging and inspiring, but it did not seem to work. After the activity, some teachers pointed out that Teacher Wang should design the activities more interesting and inspire more children to express themselves positively. However, some teachers think that the children have been put into the story, neither express nor understand, do not need all Children are saying. How do you think about this issue? How do you deal with similar situations in literary activities?