看完案例,我的心情很复杂。既有欣喜与愉悦,同时,又有些遗憾。就我所见,韩老师案例中呈现的两节班会课其实都是成功的,不论是看似失败的第一节班会课,还是“非常成功”的第二节,班会课里学生的讨论、发言、争辩与总结,都是真实可信的,也都是具有丰富的教育意义的。表面和谐的班会课是没有太大的教育意义和价值的。借助杜威关于问题与问题解决的步骤及其后发展形成的教学步骤, After reading the case, my mood is complicated. Both joy and joy, at the same time, there are some regret. As far as I can see, the two classes presented in the Korean teacher’s case are actually successful. Whether it is the first class meeting that seems to fail, or the second section of “Very Successful,” the students in class class Discussions, speeches, debates and conclusions are all true and credible, as well as informative. Surface class harmony class is not much educational significance and value. With Dewey on the steps to solve problems and problems and the subsequent development of teaching steps,