童年世界是充满情绪化的世界,外在的刺激直接影响儿童的情感,积极的情感能有效地促进学生的学习,消极的情感就必然要抑制学生的学习。有件事让我至今难忘。某教师在教学《邓世昌》一文,感悟文本过程中,忽然一个男孩儿提出了另类的看法:“我不赞成邓世昌后来的做法。像他那样有能耐的大将,不应该拒绝搭救,应该想方设法活着,好为国家再打仗。”诚然,这种个性化的理解不是教材所 Childhood world is full of emotional world. External stimuli directly affect children’s emotions. Positive emotions can effectively promote students ’learning. Negative emotions will inevitably inhibit students’ learning. One thing makes me unforgettable. A teacher in the teaching of “Deng Shichang,” a text, sentiment text, suddenly a boy put forward an alternative view: “I do not agree with Deng Shichang’s later practices. Like him capable generals, should not refuse to rescue, should find ways to live, Good for the country to fight again. ”Admittedly, this personal understanding is not teaching materials