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小学生在课堂上打“小报告”现象比较普遍。“某某同学拿我橡皮啦”、“某某同学玩东西啦”、“某某同学看小人书啦”如此等等。从积极意义上分析:“小报告”现象反映出小学生天真无邪、单纯直率的个性品质,是一种有正义感和负责任的表现,体现了孩子们课堂主人意识。“小报告”对课堂上出现的个别不良学习行为也有着提醒警示作用。但也不可否认,“小报告”给整个课堂也会带来一些负面影响。好好的教学思维链条,会被冷不防的“小报告”中断,分散师生注意力,打断教学流程的连续性等。若教师对“小报告”处理引导不当,对报告者和被举报者都会带来人格自尊的伤害。所以冷静、沉着、慎重、艺术地处理好课堂“小报告”,是建构和谐、积极的学习课堂的重要保证。
Pupils in the classroom playing “small report” phenomenon is more common. “Some students take me eraser”, “Some students play something”, “Some students read villain friends,” and so on. In a positive sense, the phenomenon of “small report” reflects that innocent and innocent personality of primary school students is a manifestation of justice and responsibility, which reflects the sense of mastership of children in class. The “mini-report” also serves as a reminder of the individual bad learning behaviors that occur in the classroom. However, it is undeniable that the “mini-report” will bring some negative effects to the whole class as well. Good teaching thinking chain, will be cold “small report” interruption, distract the attention of teachers and students, to interrupt the continuity of the teaching process. If teachers mislead the handling of “small reports”, they will bring harm to the speaker and the reported person. So calm, calm, cautious, and artistic handling of the classroom “small report” is an important guarantee for the construction of a harmonious and active learning class.