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在课堂上,总有一些消极沉默的学生,他们不参与或被动地参与课堂互动,游离于教学之外,使教学成效大打折扣。笔者尝试将“小老师”模式引入思想品德教学,在减少课堂“沉默者”方面取得了良好成效。一、我上讲台,你淘兴趣讲台,历来都是教师的舞台。小老师替代教师走上讲台,学生的心理状态发生了根本性变化:自己在这个课堂环境里是安全的、平等的、融洽的、自主的,回答错误,没有关系,有人补充;提出疑问,没有嘲笑,有人解答;质疑教师,没有批评,有人支持;对教材有异议,有人欣赏……小老师为了走上讲台,备课、查阅各种资料、选择授课方法。“他会怎么上课?”“他讲得对吗?我可以
In the classroom, there are always some students who are passive and silent. They do not participate in or passively participate in classroom interaction, and they are free from teaching, which greatly reduces the effectiveness of teaching. The author tries to introduce the model of ”little teacher“ into the teaching of ideology and morality and achieves good results in reducing the class of ”silent person“. First, I am on the rostrum, you are interested in learning the rostrum, has always been the teacher’s stage. The teacher replaced the teacher to take the podium, the psychological state of the student has undergone fundamental changes: I am in this classroom environment is safe, equal, harmonious, autonomy, answering mistakes, it does not matter, someone added; question, no Ridicule, someone answered; questioned the teacher, there is no criticism, some support; objection to the teaching materials, some people appreciate ... ... In order to embark on the podium, lesson preparation, access to a variety of information, choose teaching methods. ”How does he go to class? “ ”Is he right? I can