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记得教高三《群英会蒋干中计》一文时 ,我要求学生用十分钟时间先默读课文 ,了解大意。任务下达后 ,却有几个复读生漫不经心地乱翻课本 ,我轻轻走过去询问 ,他们回答 :这篇课文已听过一遍了 ,没兴趣。他们这么一说 ,话音虽低 ,但影响了其他学生。这引起我的思考 :怎样让各类学
I remember when I taught my third year at the “Excellency Chiang Kai-shek Chung-kung,” I asked the students to spend 10 minutes reading the text and understanding the effect. After the assignment was issued, there were a few repeat students casually turning the textbooks over and over, I gently walked to ask, they answered: This text has been heard again, no interest. They say that although the voice is low, it affects other students. This aroused my thinking: how to make all kinds of learning