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这是一位语文教师的教学心得。

教书8年的经历,使我越来越坚定一个目标:做个“懒老师”。过去,我也曾努力将课文分析来分析去,但学生在读课文时居然没有自己的见解;当我逐字逐句地批改完作文之后,发现学生仍然没有学会写作文,我顿感泄气。经过思考,我决定还是变“懒”一些吧。我每改一次作文,了解了学生的写作水平之后,就指导他们自己修改。改好的文章没地方发表,就让学生自己编报发表。老规矩,第一期我出给学生看。“不好看?那好,下次就由你们自己出吧,各小组轮流负责,每两周出一期。”对于课文,我也不讲来讲去,讲得自己都倒胃口。“我不勉强你们,你们自己看吧,哪篇好咱们就讲哪篇。不喜欢的课文只讲一节课,作为补偿,下一堂课我增加一篇课外美文。”真没想到,一个星期一篇,一不小心,一个学期竟多讲了20多篇文章。“怎么?还嫌我课讲得太唠叨了,讲得太多了?那好,你,就这位大声嚷嚷的同学,你来谈谈对这篇课文的看法吧……”

问题:这位教师真的懒吗?请结合教学过程的某一规律分析上述案例。

查看答案 纠错
答案:
本题解析:

这位老师并不懒,他较好地遵循了教学过程中教师主导与学生主体作用相统一的规律。

这位教师发挥了主导作用。批改作文,了解学生写作水平,做到心中有数;还选择美文进行讲解、引导。同时,充分考虑到学生的主体地位,让他们自己修改作文,自己编报发表,鼓励学生积极参与课堂讨论,极大地提高了学生的学习兴趣和热情。

如果这位教师再进行必要的启发和引导就更好了。

更新时间:2021-11-27 04:35

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This would be a romantic adventure. We would row the canoe on the lake under a beautiful bluesky. I was confident it would all go according to plan.?

It did not go as planned. Instead,?it all went downhill. We hit a headwind (逆风). The flies werethe worst. An unknown animal outside our tent in the night forced us to get up twice to scare it away.We walked through knee-deep mud; we moved around so many fallen trees that we lost the wayfrequently. We had an unexpected thunderstorm on our second night. We hid in our tent from the bugs(虫子), too tired and bitten to even hold each other. When we were finally back in the car, my skinwas hot and angry with bug bites, I had barely slept in 72 hours and I had an injury on my forehead fromhitting it on the canoe.?

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