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在实际教学中,我们会不断地碰到类似现象:当学生接到教师刚刚批改完的试卷时,很多学生都会发出如此感慨:“如果我当时能仔细一些就好了,我这人就爱犯这种低级错误。”学生所说的“低级错误”是指他没有弄明白题目真正的意思。为了更进一步了解这一现象,我在授课班级中做了一个调查。在没有教师分析试卷的情况下,我让学生统计他们认为通过“仔细”就能增加的分数,结果令我大吃一惊:全班平均增加4.3分(总分为100分),其中一个学生认为她能增加15分。接着我问他们以后怎么办,答案惊人的一致——我以后认真看题就是了。很多学生回答这个问题时脸上挂着一副满不在乎的样子。
In the actual teaching, we will continue to encounter a similar phenomenon: When students receive the teacher has just finished the test paper, many students will be issued such a feeling: “If I could be careful enough, and I love this person Make such a low-level mistake. ”“ Students say ”low-level error “ means he did not understand the real meaning of the title. To learn more about this phenomenon, I conducted a survey in the teaching class. Without a teacher’s analysis of the papers, I asked students to count how many points they thought would increase with ”Careful ", which surprised me: the class added an average of 4.3 points out of 100, with one of the students saying She can increase 15 points. Then I asked them what to do next, the answer is astonishingly consistent - I seriously look after it. Many students hung a careless look on the answer to this question.