5月的某天,我上完五年级的《表面积的变化》正在整理着自己的教具,耳旁传来杨佳顺与白子靖两位学生的对话:杨“:为什么要学这个内容,有什么用?”白:“就是,计算复杂不说,还要搞脑子,无聊!”杨:“包装,拿纸包一下就完事了,何必那么复杂呢!”曾经以为自己的学生很低,曾经觉得前方的道路很窄,我没想到这个教学内容会引起他们如此“消极”的谈话,直到此时才忍不 One day in May, I was finishing my fifth grade “Change in Surface Area” with my teaching aids. Yang Jiansun and Bai Zijing’s two students spoke to each other in my ears: Yang “: Why do I have to learn this? What is the use of? ”White: “ is that the calculation is complex do not say, but also engage in the brain, boring! ”Yang: “ packaging, take the paper bag about finished, why so complicated! The students were very low and used to think that the road ahead was very narrow. I did not expect this teaching content to cause them to talk so ”negatively" until this time