某日我在复习乘法口诀课上,设置了这样一个游戏环节:老师说出口诀前半段,学生立刻回答出后半段,然后该数字座位号学生就得马上站起来,看谁的反应速度快。游戏中,不管是答出后半段口诀的学生,还是被“点”到座位号的学生在这热情高涨的氛围中“玩”得不亦乐乎。只有他,坐在离我最近的小兵,丝毫不为这气氛所动,只是低着头。我心里纳闷着:如果“点”到小兵,他应迅速站起来;如果没有“点”到他,那他就应该积极对答出口诀 One day I was reviewing the multiplication formula and setting up such a game session: the teacher said the first half of the formula, and the student immediately answered the latter half of the paragraph. Then the student with the number seat had to stand up immediately to see who responded quickly . In the game, students who answered the second half of the formula, or were “” point to the seat number in this passionate atmosphere “play ” bothered. Only him, sitting in the soldier nearest me, did not move for this atmosphere, just head down. My heart wondered: If “point ” to the soldier, he should quickly stand up; if there is no “dot” to him, then he should actively respond to the formulas