上午的语言课是情境讲述《十个好朋友》。整堂课,孩子们的兴趣都很高,不时伸出自己的小手比比划划。我在总结时问:“今天,我们认识了十个好朋友,它们是谁呢?”“手指!”随着整齐的回答,一双双小手伸了出来。“那么,我请小朋友把自己的十个好朋友放在背后。”我的话音刚落,“唰”的一下,孩子们立刻背着小手坐好了。下午,桌面游戏结束后,有些幼儿坐在小椅子上动来动去,有的还去抱别的小朋友的玩具。我说了几次“坐好!”也不奏效。我忽然想起上午的课,便轻声说:“上午,我们认识了十个好朋友:现在,我看看谁能管好自己的十个好朋友?”没想到,孩子们一下子就静下来了。 The morning language lesson is about the situation about “ten good friends.” The whole class, the children’s interests are high, from time to time out of their own little hand than the plan. When I was concluding, I asked: “Today, we met ten good friends. Who are they?” “Finger!” With the neat answer, a pair of little hands reached out. “Well, I asked the kids to put their ten good friends behind me.” My voice was gone, “Hey,” a moment, and the children immediately sat in their little hands. In the afternoon, after the game of tabletop, some toddlers sat in small chairs and some went to hold other children’s toys. How many times did I say “sit!” Did not work either. I suddenly remembered the morning class, then said softly: “In the morning, we met ten friends: Now, I see who can manage their own ten good friends?” Unexpectedly, the children calm down at once.