一次,我从教师的案例反思中发现男孩A的情况有些特殊。于是,我迅速介入,向相关教师了解A的状况。A是小班时插进来的,当时在班中年龄最小。第一个月,班主任王老师就发现A在班中基本不说话,即使说话也多是词组,且发音不清楚。王老师开始以为A的年龄小,对新的集体有陌生感,认为只要多加鼓励、多给予说话的机会,A的状况就会改变。 Once, I found out that boy A was a bit peculiar to her reflections on the teacher’s case. So, I quickly intervened, to the relevant teachers to understand the status of A. A is inserted in a small class, was the youngest in class. The first month, class teacher Wang found A basically in the class did not speak, even if the words are mostly phrases, and the pronunciation is not clear. Teacher Wang began to think that A was young and had a sense of strangeness to the new group, thinking that as long as more encouragement and more opportunities for speaking, A’s condition would change.