常常发现这样的现象:一些同学(可以称之为“差等生”)在课下,在非正式场合,说话自然得体,流畅大方,滔滔不绝,一点也不胆怯心虚;而在课堂上,老师无论怎样启发诱导,他们总是金口难开。大部分语文教师都采用了启发式教学法。可是还有学生仍然一言不发或是回答语无伦次。我们可想而知他的听课效率是极差的。既然说话能力在一节课上显得如此重要,那么,我们怎么才能改变“差等生”的上述状况呢?我采用的是情景交谈和“置于死地而后生”这两种方法结合。 Often find this phenomenon: Some students (can be called “poor students ”) in the class, in informal occasions, speak naturally decent, smooth and generous, endless, not at all cowardice; in the classroom On the teacher no matter how inspired, they are always hard to open. Most language teachers use heuristic pedagogy. But there are still students who still say nothing or answer incoherently. We can imagine the efficiency of his lectures is very poor. Now that speaking ability is so important in a class, how can we change the above situation of “poor students”? I use the two scenarios of scenario conversation and “death after birth” Combined.