毕业论文 课堂组织语的应用

A11A2A312A2中文提要本文对课堂组织语的应用进行了研究，分别对组织语和控制语的特点进行了分析和比较。课堂组织语中的控制语以其强制性、实效性在小学低年级语文教师中有很强的广泛性，一度成为她们为课堂教学保驾护航的高效手段。然而，这种课堂控制语对当今的小学低年级语文教师已不适用。控制语虽然制止了学生不良行为却分散了学生对课文内容的注意力，具有时效性特点。而课堂组织语中的提醒语则可以从学生情感、动机、情绪、兴趣、意志力等方面入手，满足低年级小学生注意力集中时间短，好奇、好胜、好表现等显著心理特点和骨骼发育不完全的生理特点，使孩子的个性在课堂上得以张G6208。G17836G14033G7693G6466小学语文G7044课G7643G12946G12082，发G6393其表G17810的G7275G12046性、G1166文性和G19283效性，使学生情绪G20293满、G12946力G7118G11439、注意力集中，G5194G14033G6357G13505较G1049，G17810G2052G7380高的教学效G7536。G1863G19202G16801G726课堂组织语组织语控制语A02A4A512A4外文提要THETHESISTHEAPPLICATIONSOFLANGUAGEORGANIZATIONINCLASSROOMSEEMVERYIMPORTANTCONTROLLANGUAGEOFCLASSROOMORGANIZATIONSLANGUAGEHAVEBETTEREXTENSIONAMONGTHEMRINCHINESEINLOWERGRADEOFPRIMARYSCHOOLWITHTHEIRMANDATORY,SUBSTANTIALRESULTS,WHICHBECOMESTHEHIGHEFFICIENTMEANSTHATPROVIDEPROTECTIONFORCLASSROOMINSTRUCTIONFORATIMEBUTTHELANGUAGEOFCLASSROOMCONTROLINLOWERGRADE,CHINESETEACHERSHAVENTBEENSUITABLEALREADYTOTHECURRENTPRIMARYSCHOOLALTHOUGHCONTROLLANGUAGEPREVENTSSTUDENTSFROMBADBEHAVIORS,DISTRACTIONSOFSTUDENTSATTENTIONONTEXTOFCONTENTCOMETOBEING,ANDTHEDURATIONISLIMITEDTHEWARNINGLANGUAGEINTHELANGUAGEOFCLASSROOMORGANIZATIONMAYSTARTWITHSUCHRESPECTSASSTUDENTSEMOTION,MOTIVE,MOOD,INTEREST,WILLPOWER,ETCINTHECLASSROOM,MEETTHECHARACTERISTICSOFLOWERGRADEPUPILSONSHORTAGEOFCONCENTRATIONTIME,CURIOUS,SEEKINGTOOTHERSDOWNASWELLASOTHERREMARKABLEPSYCHOLOGICALCHARACTERISTICANDSKELETONDEVELOPMENTINCOMPLETEPHYSIOLOGICALCHARACTERISTICS,MAKETHECHILDRENSINDIVIDUALCHARACTERBEPUBLICIZEDINTHECLASSROOMSTILLCANPRODUCEITSHINT,HUMANITYANDLONGRESULTEXPRESSEDACCORDINGTOTHESPIRITOFTHESTANDARDOFNEWCOURSEINCHINESEASTOPRIMARYSCHOOL,MAKINGSTUDENTSTOBEMOODPLUMP,FULLOFVITALITY,BEINGCENTRALIZED,ATTENTIONCANSUSTAINRELATIVELYLONG,REACHTHESUPREMETEACHINGRESULTKEYWORDCLASSROOMORGANIZATIONLANGUAGEORGANIZATIONALLANGUAGECONTROLLANGUAGEA63A7A812A7引言语言是思维的工具，是人们进行交际的有效手段，沟通人们之间的思想感情，接受知识的必要桥梁。苏霍姆林斯基说“教师的语言修养在极大的程度上决定着学生在课堂上的脑力劳动的效率。”如果一位教师的语言不能够吸引小学生，那就无法组织好课堂，就好像你讲你的，他做他的，甚至由于课堂失控无法顺利进行课堂教学。特别是在小学低年级语文课堂。一方面，小学生无意注意占优势，况且注意力需要G5390有力的G14270G6117控G2058，脑G13466G14002的能G18339G9052G13803G17751大。G1306G6466G11752G12362，低年级小学生G13870G12946G1262G12082G3332G19610G1025注意G7114间G5191G3355G1177G103820G2010G19059。低年级小学生G17836具有好G3867G451好G14000G451好G15932G10628G12573G7186G14891的G5527G10714特G9869。G2490一方面，低年级小学生G20604G20624G2469G13958不G4448G1852，G17837G1135G18129G2058G13434G1114教师G4557课堂教学的G16855控G1328G11004。G7380G2530，G7693G6466小学语文G7044课G7643的G12946G12082，教师要G1817G2010G2469G6393学生的G1039G1319G5627，G1363G4413G4388的G1022G5627在课堂上G5483G1209G5364G6208。G1306课堂是学生G994教师G1861有的，G3252G8504G5332G6930的课堂G4570G4557教师的课堂组织能力G6564G1998G1017G4815的G13783G20576，教师G4570如G1321G6365G7044课G7643的G12946G12082G18003G1825控G2058语的G5390G2164G13792G2469G6393组织语G15932G17810的G7275G12046G5627G451人文G5627G2656G19283效G5627，G1363学生情G13502G20293G9397G451G12946力G7118G11439G451注意力G19610G1025，G5194能G6357G13505G17751G1049，G2031G16786G4448G13666的课堂G8680G8687就G6116G1114G10628G4466G5627的G19394G20076。G7424G11752G12362G18331G11004G1114一G12193G19762G5132G17878G2524教G13958G20058G3507的G11752G12362方法G252G252G17148的G11752G12362方法。“G17148的G11752G12362是G1209G11752G12362者G7424人G1328G1038G11752G12362工具，在G14270然情境下G18331G11004多G12193资料收G19610方法G4557社G1262G10628象进行整G1319G5627探G12362，G1363G11004归纳法G2010析资料G2656形G6116G10714论，通过G994G11752G12362G4557象互动G4557其行G1038G2656意义建构获G5483解释G5627G10714解的一G12193活动”陈向明,200012。在G17148的G11752G12362G1025,G11752G12362者必须深入其所G11752G12362事物的G10628场,G4570其所见G451所闻G451所思G451所感具G1319描述G1998来。其G2530G7693G6466G17837G1135资料,再G6365一定的G10714论模式进行G2010类G451整G10714,从G1025G2469G10628一G1135重要的线索,进G13792尝试归纳G1998一G1135G7044的G10714论模式。G17148的G11752G12362G1025所G11004的资料是G1209G10628场的观察记录G451关键人物的访谈G4466录G12573G1038G1039要的资料来源，通过G4557G17837G1135有意义资料的描述,G4557所G11752G12362的G19394G20076做G1998解释G2656判断,G1363读者能G4557所G2469生的事情的内容G2656过程有一G1022清晰的G451G4448整的G2656形象的认识。进行G17148的G11752G12362G5194不一定要论证什么,重要的是通过G4557G4466际过程的G13783察,G1114解事物的变化G2656事物之间存在的联系。“G17148的G11752G12362”G17751之“定G5627G11752G12362”比G17751倾向G11752G12362的结论G5627G451抽象G5627G451概括G5627的特G9869，更G2164G5390G16855G11752G12362的过程G5627G451情境G5627G2656具G1319G5627。一G451资料的收G19610整G10714G994样G7424的选择资料的整G10714工G1328是G17148的G11752G12362G1025一G1022重要环节，首先G6117运G11004观察法进行听课记录。在G4466习期间G6117G1861听低年级语文课15节，接触到G1114G7380G14270然的课堂。G6117及G7114记录G1114G14270己G11752G12362的感受，G1209及课G2530回忆或向学生或教师询G19394求证G2530当G7114课堂情境G2530的感受，形G6116G1114田野日记。然G2530G6117G4570原始资料进行G2010类整G10714，选取G1114小学低年级语文课堂G7380必要的课堂组织语G1038G11752G12362A94A10A1112A10方向。G6117在进入G10628场之前，G6117努力做到悬置G14270己G4557G11752G12362G19394G20076的前G16786G994偏见，尊重事G4466，G18003G1825G11752G12362者G1022人观G9869的G5390G2164。其G8437G6117G17836运G11004访谈法G4557G6117的G4466习G6363G4560G13781师G708小学G1120年级语文教师G709进行访谈。在G17837G12193特G8542关系G2656G7114G7438下，G15999访者G4557G6117不G16786“G6564G19462”，G3252G8504访谈进行的更G2164G5191G12573G14270然，内容G1075更G2164G11507G4466有效。G7424G11752G12362选G11004的是G11458的G5627抽样，G2375G6365G10043G11752G12362的G11458的抽取能够G1038G11752G12362G19394G20076G6564G1391G7380大G1461G5699G18339的G11752G12362G4557象。具G1319的抽样方式是G5390度抽样，G2375抽取具有G17751G20652G1461G5699G4506度G2656G5390度的G1022G7708进行G11752G12362G708陈向明，200010G22G709G7424G11752G12362的G11752G12362G4557象是G2283G1152G5078G9035G9108G2318小学低年级G3911教师，在论文G1025关于课堂言语行G1038的G10267段描述G1025，G1998于G1457G4506的原G2029，G4557教师的G12228G2640G6117G1209G551G451G552G258G1207G7379，G13792学生G1209G541G451G542G258G258G1207G7379。G1120G451课堂组织语的特G9869G2010析课堂组织语是教师组织课堂教学的一G12193教师G2487语。在课堂G1025G17227到组织课堂G2656组织教学的G1328G11004。G6117在论文G1025G7254且G6238课堂组织语在小学低年级课堂G2010G1038控G2058语G2656G6564G18278语G1016大类。G7424文G4570G1039要G4557G17837G1016G12193课堂组织语进行G11752G12362。G708一G709控G2058语的特G9869控G2058语就是教师G11464接G2641G1208式的课堂组织语。G4439G2499G1209G12447G12499见G5445的G4570学生的注意力G6301回课堂，G4557学生G17227到G19675G5925的G1328G11004，从G13792G1038教师课堂教学的进行G1457G20562G6264G14334。G4439具有G5390G2058G5627G451G5203G8879G5627G451G4466效G5627G994G7114效G5627特G9869。1G451G2058语的G5390G2058G5627教师在学生回G12584G19394G20076G1998G10628方向偏G20059的G7114G1517，G5390G2058G4570其G6183断。及G7114G6238回G12584G1039G20076重G7044G6301回G4557大G9035的描述上，有效的控G2058G1315G1114课堂教学的内容，维G6264G1114G13051G1957的教学节G3875，G1363教学G12221G5219G2656G8687G3272G1129然有G5219，G1319G10628G1114有G13475G20576教师G4557课堂的G6238G6581能力。G1306G6117在感G5948教师G19762G1973的G20760力之G1325不G12117想到那位G15999无情G1025断G2469言的学生，G3917G5527G18336那G7114那G2063G2460G1262是G5602样的感受G731G11487着G3917深深低下的G3848，及G5527不在G9949的G15932情，明G7186G11487G1998G3917的注意力G5062G13475不在课文G1025，G2499能G8504G7114G13682G5635G451G14270G2341G1209及G5390G9884的G6399G17145感G8503在G1417G16001着那G12270G4285G13792G5390G9884的G14270尊G5527。G1259所G2620知，小学一年级学生G7044入学，A12A13A14A15A16A17A18A19A20A21A22A14A19A23A24A25A26A27A19A20A28A29A30A31A32A33A26A19A28A31A34A35A14A36A37A29A24A38A9A39A40A22A41A13A42A43A28A44A45A25A46A47A48A49A50A51A51A52A53A54A55A56A28A44A57A58A59A60A61A56A62A63A48A41A64A65A66A28A44A67A68A69A41A70A71A72A73A73A74A74A75A76A76A47A48A77A78A52A79A80A81A67A82A82A83A84A57A85A59A86A87A28A44A56A88A89A29A90A91A92A93A94A56A80A81A67A95A96A92A97A98A68A99A88A100A101A64A98A82A102A103A104A29A56A105A106A88A107A95A10A1112A10G4557学G7669生活G1817G9397G1114好G3867G994G6011G6016，G3252G8504学习G1864G17271G19762G5132G8999G9884。G1864G17271是G7380好的G13781师。教师不G5224G11004G5390G2058的控G2058语G13485低年级小学生G1209当G3848G7846G2929，G6183G1999学生回G12584G19394G20076的G12227极G5627。教师G5224从G9921G10245学生的G16294度G1038G1998G2469G9869，G19036G4557学生的G5527G10714特G5461，G9620G2469学生学习的G1864G17271，G1363学生G1060学G451G10245学，G6238学生的学习G12227极G5627G2656G14270G16285G5627G16855动G17227来。G17836G5224G1817G2010G2469G6208教学G8677G1039，G1457G6264学生的G14270尊G5527，G3698G5390他们的G14270G1461G5527。就G12651遇到学生G1998G10628错误G1075要要晓之G1209G10714，动之G1209情，G4560之G1209行，G9052除学生G5527G10714障碍，G18003G1825教师威G1017的G5390G2164。从G5527G10714学G16294度来讲。每G1022学生，当然包括“幼G12270”的小学低年级学生，G18129有一G12193G1817G2010G2469G6393G14270己G1328G11004的内在需要，G18129渴望G14270己G5483到G13781师G2656同学的认G2499G994尊重，如果教师能够不断G3332G9397足他们的G17837G1135需要，就G1262G13485他们带来极大的G1461G5527G994动力，反过来G2460推动学生G12227极G3332争取G17837G12193G7438G1262，从G13792更大G3332G16855动学生的学习G12227极G5627。G3252G8504，在教学G1025，教师G5224多G2031造G7438G1262，让学生G1817G2010展G12046G14270己各方面才能，G1363每G1022学生G18129有G15932G10628G14270己的G7438G1262，在公G1259面前塑造良好形象，进G13792不断G9620G2469其学习动力，G3698G5390教学效果。2G451控G2058语的G5203G8879G5627G6117在G4466习G1025G13475G5132听到教学楼楼道G18336有G13781师G20652声喊“就读第三G14270然段听见没有G731”“想说上来说G5483G1114，没G4448没G1114的像上课呢吗G731课文G18129读不顺”教师G4557低年级小学生如G8504厉声历色G6117感到G19762G5132不G10714解，G6117在学G7669学到的教G13958G10714论G1209及G14270己所G10714解的师德G7643准，G1363G6117一G11464认G1038教师G17227码G5224该是G2656蔼G2499亲，G9921G10245G14270己的职业G2656每一G1022学生。无论学生做错G1114什么事，教师G18129G1262G1209温柔的言语循循善诱G451悉G5527教G4560。G2499当G6117到G1114G11507G8503的小学却G2469G10628不少教师的言语是如G8504粗暴G2656贫乏，G994G6117的想象相去甚远。就G8504G10628象G6117向G6117的G4466习G6363G4560G13781师进行G1114坦诚的交流G6117边听G6363G4560G13781师谈一G1135G13781师的壮举，一边回忆G14270己见过的G1017师。G11487来G17837G12193G5390G2058G2641G1208G5627的教师组织语G252G252控G2058语，在G5203大小学低年级教师G1025的G5224G11004是十G2010G5203G8879的。再者通过G4557听课记录的统计，控G2058语的G5224G11004占课堂组织语G5224G11004的4545，G1075同样G2499G1209印证控G2058语在小A108A109A110A111A112A111A113A114A115A115A116A117A118A119A120A121A122A123A124A125A126A127A128A129A130A125A131A132A133A124A134A135A136A137A138A139A121A122A140A141A111A142A143A144A145A146A121A122A137A147A148A149A150A151A140A112A111A137A152A149A153A154A121A122A155A156A157A158A159A154A141A111A124A160A161A162A149A163A164A165A166A137A167A168A131A145A137A121A126A169A170A171A172A173A174A175A154A176A177A145A178A179A180A181A137A182A183A184A183A131A185A186A187A188A124A189A190A154A191A192A193A126A120A132A133A124A134A135A136A120A122A131A194A195A196A197A198A199A175A200A149A153A149A201A192A202A203A134A134A135A136A193A126A127A137A147A148A204A138A129A205A206A207A179A208A154A112A111A113A169A162A149A150A209A160A140A141A111A142A143A144A210A124A145A162A149A211A209A154A149A212A213A214A215A216A217A186A131A218A187A219A112A188A150A220A221A147A148A131A222A124A132A133A223A154A224A225A147A148A125A134A135A136A193A126A127A132A133A226A132A133A124A149A227A228A137A120A122A154A112A229A230A137A120A122A163A231A194A150A147A148A205A206A207A121A126A131A149A212A232A233A234A235A225A236A133A124A237A238A137A239A239A2406A241A24212A241学低年级语文课堂G1363G11004的G5203G8879G5627。咎其缘由不难G2469G10628纵观G1025国教G13958史，教师一G11464是G1209威G1017伫G12447课堂，G1209课堂G1038G6117控G2058的G5527态来组织教学。G19283期G1209来，传统教学法G1209教师G1038G1039，教师是G10714智G994事G4466G5627的知识的所有者，学生是G15999动的容器，于是，教师“一言堂”G5224运G13792生，课堂G6116G1038教师的舞台，他们在三尺讲台上展G12046着G14270己的才华，演绎着G14270己的辉煌。几千年的师道尊G1017G7186然在G10628G1207教G13958G1025留有巨大G5445响，尽管是在G10628G1207教G13958改革进行的如火如荼G7114G1075不例外。G10628G1207教学论的观G9869是G1209学生G1038G1039G1319，素G17148教G13958的课堂G5194G19762教师一人的舞台，G6117们要想方G16786法G16855动学生的G1039动G5627，G9620G2469学生的G12227极G5627G451G2031造G5627，G1363学生G14270G16285G3332G5364G5332嘴巴，特别是在G7380能G1319G10628学生思维品G17148的语文课堂。在G17837G18336教师G5224G1328G1038一G1022“组织者”，或G1209“参G994者”的身份G1998G10628，甚至G2499G1209让学生G1328G1038“组织者”G1209唤G17227学生的荣誉感G2656责任感，大家一G17227探讨，G11752G12362。教师恳于G6930弃古G13781的教法，转变G14270己的观念，那么教师就G1262从千百年来的师道尊G1017的G12082坛上G17220下来，从教师组织语G5332始，变“不要”G1038“要”。如“不要G17837样G1901”变G1038“要G17837样G1901”。G17478下来G994学生G4557G16817，从G13792G5455G5225改变师生关系没，变G19724G7447G1038G8677G1039。3G451控G2058语的G4466效G5627G994G7114效G5627低年级小学生G14270G2058力G5058，难G1825管不G1315G14270己。G1306教师的一G1022G2641G1208G5460G5460G2499G1209G11464接G2062G9620他们好动的G12082G13475，G17227到极好的“G19227G2399”G1328G11004。着就是控G2058语在组织课堂教学方面G12373G1998的G4466效G5627特G9869。G3252G8504G1505受G5203大一线小学语文教师的推G4827，G1075G3252G8504控G2058语一G11464在G6117国教G13958课堂上的G5224G11004极其G5203G8879。从G8504例G1025不难G2469G10628低年级小学生好G10621G451好动G451不G6038G16280G11709，G1306G4557教师的G16817G17836是百G1393百顺的，G8617G12467教师的G2641G1208低年级小学生G17836是不G6966“G17841G6251”的。G7186然G1025国教G13958史G1025陈G14116的“G2819师论”观念G17836深G2063的G5445响着当G1207的师生，G12117G19190着学生的G1039G1319意识。低年级小学生G17837G12193G5811G2641是从态度，不G8503G20576证G1114控G2058语的G4466效G5627特G9869吗G731G1209至于在G7044一G17730小学语文课程改革G20652G2640A243A244A122A238A245A225A228A121A246A193A126A138A139A240A163A247A248A193A193A137A249A250A251A252A253A254A255A5A0A1A2A3A4A6A15A3A12A7A8A15A19A9A21A4A10A11A13A14A16A27A28A17A253A254A19A18A20A22A23A24A25A21A4A26A10A11A13A15A37A29A25A253A21A26A30A31A32A33A43A141A111A194A155A196A211A34A35A131A211A120A122A171A36A38A137A198A38A199A200A131A48A39A124A202A202A203A40A41A154A142A107A42A44A45A46A47A49A50A51A52A53A54A55A56A57A58A59A60A61A81A62A63A64A65A148A66A67A68A62A78A69A70A71A72A73A218A74A75A76A77A79A80A82A46A83A82A84A85A86A76A87A88A89A90A91A78A69A92A93A94A95A91A96A97A98A99A100A101A102A103A104A105A47A106A108A109A110A111A112A105A105A46A113A114A115A65A51A209A49A116A117A118A68A73A103A98A119A120A121A122A123A124A81A125A59A60A61A126A127A49A116A46A128A129A81A62A63A64A130A131A54A52A132A133A134A116A126A125A59A60A61A91A65A47A49A135A136A137A138A68A46A139A140A62A141A141A63A64A132A134A83A82A84A116A78A69A142A143A72A91A218A74A75A76A77A79A144A145A146A90A91A142A130A143A94A139A140A147A65A92A222A148A149A150A151A47A49A139A140A62A1097A152A15312A152G4466G10628学生课G7424G994教师G12573G4557G16817的G7114G2063，控G2058语G1185在小学低年级课堂占G6466其不G2499动G6683的G3332位。G1306其G1208一G1022特G9869不G5483不引G17227G5203大教师的注意。那就是控G2058语G15441然能G12447G2063G19675G5925学生，G1306学生在G7555G10169贫乏的言语下，G5460G5460“G19463G3869G19464G17841”。G13475G5132在课堂上G1262有G17837样的情况G2469生在G16780多G1363G11004或者G11458G11597别人G1363G11004G5390G2058控G2058语的教师G18129G1262有G17837样的感受，其G12447G12499见G5445的G4466效G5627是G8607G5260置G11109的。G1306G1038什么G1262G1998G10628上述G10628象呢G731G3252G1038G994控G2058语的G4466效G5627G5194存的是其G2490一G7186G14891特G9869G252G252G7114效G5627，G17837一特G9869决定G1114控G2058语的G1328G11004G7114G19492。教师G5460G5460G15999控G2058语组织的G1017G16892G13792G5191G19757课堂所G14957G15121，其G4466在那的G20130G5191G9022G19757的G15932面下其G4466是G7275流G9056动的。G7424例G1025，通过G1016G1022教学环节不难G2010析G1998控G2058语在教学过程G1025能G17227到良好的组织G1328G11004，G1306G5194不能G1457证良好的教学效果。G3252G1038控G2058语G1177G1177是控G2058G1315G1114低年级小学生的不良行G1038，G13792没有G2058G8502他们思想的偏G20059，同G7114G2010G6967G1114其他同学G4557课文的注意力。G3252G1038控G2058语G7114效G5627特G9869，G5203大教师G17836是G5224该G11004G2469展的G11536G1821G11487G5465控G2058语在教学G1025的G1328G11004。G18003G1825言之无物的G10628象G2469生，注意课语的G12628G8917G451准G11842G5627。G708G1120G709G6564G18278语的特G9869G6564G18278语就是教师不G11464接说明要求的课堂组织语。教师G7094要注意低年级小学生行G1038的G19394G20076，如有的学生上课G6455G1093G451做小动G1328G12573G727更要注意他们思想的G19394G20076，如有的学生上课G5332小G5058G451G14005思G1093想G12573。G17837G1135G19394G20076，G18129G13485教学带来G9052极G5445响，教师G5224当及G7114引G4560，G1363课堂教学G7094生动活G8912，G2460G12221G5219G1129然。G6564G18278语G2499G1209从学生情感G451动G7438G451情G13502G451G1864G17271G451意G5547力G12573G5527G10714方面入手，G1817G2010G2469G6208G8677G1039，G16855动学生G12227极G5627，G2031G16786活G8912的课堂G8680G8687。1G451G6564G18278语的G7275G12046G5627G5527G10714学认G1038，G7275G12046就是人类一G12193G7234G17953的G5527G10714G10628象，在无G4557G6251的G7477G1226下，G11004G2559G15000G451间接的方法G4557人的G5527G10714G2656行G1038G1147生G5445响，G1363其接受G7588G12193观G9869G451意见，或G6365一定的方式活动。其特G9869是G11464接G9195G17891G5627G2656G14270动G5627，通过人的G11464G16285G451情感G2656无意识G1328G11004G11464接G9195G17891进入的G5527G10714G3292，G5567G6475G13792G9801活。在G8504，教师G4557G3911生不认G11507读G1082没有一G2489粗暴的G6221G16792G6363责，G13792是G5527G5191G8680G2656循循善诱，G7094G7275G12046教师G4557G3911生的不G9397意，G2460维G6264G1114G3917们的G14270尊G5527G727G7094G15932G17810G1114教师G4557G3911生的期望，G2460G21735G2181G3917们建G12447G17227G14270G1461G5527。当学生G1998G10628G19394G20076G7114，是G7033责G451G13614G12461G451G2164大G1328业G18339G12573G13485G1116G5821G13614，G17836是G2010析原G3252，G2563G2469诱G4560，G4466事求是，G2524情G2524G10714G3332进行解决，G4557学生的G17829期G2656G19283远G2469展G18129G1262G1147生A154A97A98A99A100A101A102A103A104A105A47A106A108A109A110A111A112A105A105A46A113A114A156TA64A132A178A157A108A158A49A46A159A129A160A161A162A82A73A163A142A164A165A58A166A49A135A167A168A46A159A129A81SA64A169A170A172A157A108A173A73A166A49A135A174A175A176A177A73A158A49A166A49A250A94A110A179A180A159A46A181A182A81A1098A152A15312A152不同的G5445响。G5821G13614G1563如能G1363学生反G11477G2656G3871G2469努力，G2499G1209G1147生G12227极的效果。G1306如果G5821G13614不当，就G1262G3698G2164他们的失G14865感，G14270G2341感，G4557教师G1147生反感，从G13792G6399G1272他们的G12227极G5627。任G1321学生G18129有G14270己的特G9869G2656G19283G3800，G18129有极G5390的G14270尊G5527。教师在组织课堂教学的G7114G1517，G4557G1022别学生G7094要G1017G7696要求，认G11507管G10714，G2460要G11487到他们的G19283G3800，才能G17892G9188G2164G5390他们的G14270G1461G5527G2656进取G5527，G1823G7393G13582G9869错误，向好的方面转化。G15441然G6117们面G4557的是一G1022G1022不G16877G1002事的幼小的学生，G1306从社G1262学G16294度G11487，他们G1075是具有G14270己尊G1017G451G1022G5627特G19283G2656思维方式的活生生的人，教师G5224该G1817G2010认识尊重G17837一G9869。G6117们在组织课堂教学活动G7114，尊重学生，G1461任每一G1022学生，G1461任他们的学习G9520能。教师在课堂G1025G4557学生要多一G1135G3882G2181G451G21735舞，G1209G8504来G13485学生一G12193G7275G12046，G15932G12046G14270己相G1461他能说，G5194且能说好。G6117们G17836G6694弃G1209前G1209师G1038G1039G1319，“G21560G12447G21493G13688”的G7562G4388，来到学生G1025间，G1328G1038一G1022G7391G2463G994大家一G17227“G13854G3837”。G17837样，学生G6930G7506G1114G12082G13475，没有G1114G5668G5819G451G11043G13565。那么语文课堂G14270然就G6116G1038G1114学生们G14270由展G12046的舞台。G17837G1075是G7044课程改革所极力G1525G4560的。2G451G6564G18278语的人文G5627G1182G3837的G4413G4388G4570是21G1002G13438的G1039人，教师G5224该G19036G4557学生的G5527G10714特G5461，G9620G2469学生学习的G1864G17271，G1363学生G1060学G451G10245学，学生的学习G12227极G5627G2656G14270G16285G5627就G2499G1209G16855动G17227来。乌申斯基曾说过G17837样一G2489名言“没有G1864G17271的G5390G2058G5627学习，G4570G1262扼杀学生探求G11507G10714的欲望。”尤其是低年级小学生，他们的年龄G451G5527G10714特G5461G18129决定G1114他们做事G5460G5460从G1864G17271G1998G2469，且“变化无G5132”。G3252G8504，教师的每一G2489G16817G18129要说到他们的G5527坎G18336，让他们学习的G12227极G5627G2656G6357G1049G5627G5483G1209延G19283。G7081G709G9397足学生好G3867的G5527G10714，“吸引学生的G11536睛”。G5527G10714学G15932明好G3867是儿童的G3837G5627，人人生G13792有之，G17837是学习G1025G7380活跃G451G7380G10628G4466的G6116份，是G2031G7044意识的萌芽。G2499见好G3867G5527是学生学习的内G3252动G7438，小学生的好G3867G5527特别G5390G9884，G9620G2469他们的好G3867G5527G10714，G5194G1209好G3867G1038动力，推动学生的学习。如G17837G7114学生学习G1864G17271G1505G3698，教学G8680G8687活跃，从G13792顺利进入G1114G7044课的学习，G1038G4448G6116G7424节课的教学G6564G1391G1114G5390有力的G1457障。总之，让学生感到G7044G3867G451有悬念G451有学G3848G451愿意学G451喜欢听。古人云学G17227于思，思源于G11109。学生的G17148G11109G451求知欲望G15999G9620G2469G17227来G1114，G1328G1038教师当然就G2499G1209顺水推