这天临下课前,为了检查李洪涛同学对R=U/I的理解程度,我特意重新提问他一次。第一次交流后他说懂了,可这次问他,他又说错了。我感到十分震惊,突然意识到,自己坚持了多年并以为是一大教学个性特色的做法原来是个错误。多年来,我有一个做法,每当我提问同学问题,只要他没有回答出来,我总会不厌其烦地反复启发,甚至条分缕析,直到他理解,我才会让他坐下来。我认为学生的问题必须当场解决,否则会影响孩子们的学习兴趣与学习信心。这节课学习的是《欧姆定律》,通 Before this get out of class day, in order to check Li Hongtao’s understanding of R = U / I, I deliberately asked him again. He understood after the first exchange, but asked him this time he was wrong again. I was so shocked that I suddenly realized that it was a mistake that I had persisted for many years and thought it was a great teaching personality. Over the years, I have a practice, whenever I ask students questions, as long as he did not answer, I always take the trouble to repeatedly inspired, or even analysis, until he understood, I will let him sit down. I think the student’s problem must be resolved on the spot, otherwise it will affect the children’s interest in learning and learning confidence. This lesson is to learn the “Ohm’s Law,” pass