在一次练习课时,一名叫陈成的孩子拉拉我的衣角望着我,小声地说:“老师,这道题我读不懂,你能再给我讲讲吗?”回望着他的眼睛,我微笑着弯下腰,小声的和他说了起来。一番交谈我了解到他因为没有读懂应用题的意思,当然也就不能明白其中的数量关系了。于是我和他一起读了几遍题目,在她能用自己的语言叙述出题中的条件后,他就高兴地拿起笔在作业本上写写画画,我的心中荡起了涟漪。作为教师的我们总能看见那怯弱的眼神,胆怯地试探,还 During an exercise session, a child named Chen Cheng pulled my coat and looked at me and whispered: “Teacher, I can not read this question. Could you tell me again?” Looking at his eyes, I bent over with a smile and whispered to him. When I talked about something, I realized that he did not understand the quantitative relationship because he did not understand the meaning of the application. So I read a few times with him, and after she could describe the conditions in her own language, he happily picked up the pen to write and draw on the homework, and my heart was rippling. As teachers, we can always see that cowardly look, timidly tempted, yet