第一篇：lesson34教學設計
LESSON 93 AND LESSON 95 多媒體教學設計方案-教學教案
掌握過去進行時態表達的意義及其構成
教學設計過程：
step 1 leading-in
(學生活動)展示圖片，讓學生表達圖片中的人正在干什么：what are they doing? 引入本課的學習。
step 2 ask and answer
展示圖片，讓學生描述圖片中的學生在畫什么?
step 3 read and act
(錄像演示)播放lesson 93對話的情景演示，answer what is li lei drawing?
教學新詞匯painter
step 4 presentation
圖片展示，告訴學生now it’s wednesday. what did the students do on monday?
展示對話：
a: what was li lei drawing when the teacher came in?
b: he was drawing an elephant.
通過現在進行時歸納出過去進行時的構成。
(學生活動)展示第3部分內容的學習。
step 5 practice
(錄像演示)情景演示如何描繪圖片中的學生在過去某個時刻正在進行的動作，回答：
what was han mei drawing when the teacher came in?
what was she drawing on?
(學生活動)展示圖片讓學生用過去進行時表達圖片中的行為。
what was/were lucy and lily/the boy/… doing yesterday morning when it rained heavily?
step 6 presentation
通過展示li lei昨天某些時間段內進行的動作，教學過去進行時的用法。
a: what was li lei doing at half past nine yesterday morning?
b: he was reading.
讓學生用其它的時間進行練習，并可用其他的人作替換練習，如：han mei
step 7 ask and answer
(學生活動)get the students to ask and answer the questions in pairs.
step 8 practice
(圖片)讓學生描述圖片中的人物的活動，練習過去進行時的運用。
the man was selling the fruit.
the boys were playing basketball.
answer these questions:
1. what was the man in the building doing?
2. what were the man by the lake doing?
3. what was the man in the park doing?
4. what were the girls doing? what were the boys doing?
step 9 practice
(錄像演示)播放過去進行時的情景運用，讓學生根據圖片進行練習。
step 10 exercise
fill in the blanks with proper tenses:
1. while i_________(peel) potatoes, i_________(cut) my thumb.
2.we just________(go) out when some friends________(call) to see us.
3. when he was a child he_________(live) in the country.
4. while judy and i ________ (wash) up, she ________ (ask) me to be quiet as our neighbors________(sleep).
看圖表達圖中的人物正在進行的動作。
step 11 homework
1. finish off the workbook exercises.
2. do exercises on page 117 in lesson 95 wb.
3. do exercises on page 115 in lesson 93 wb.
4. talk about what were you doing at a certain time yesterday? [1]
第二篇：Lesson 106 多媒體教學設計
1.詞匯(略)。
2.復習現在進行時態。
3.學習have作為“吃飯”解時的用法。
錄音機, 多媒體課件unit27 lesson106
教師播放課件中的視頻，復習105課的對話內容并根據第105課對話內容提出下列問題：
T： 1) Whats the time? 2) Whats Jim doing? 3) Where is he going? 4) What day is it today? 5) Is Jim late or early? 6) What time do you get up/have breakfast/leave home/begin school on weekdays? 7)What time do you get up/ have breakfast on Sundays? 教師也可以問及有關本班學生活動情況時，一人回答之后，教師可問全班：T： What time does he/she get up/leave home…on weekdays?
. 教師放課文影片
。兩人一組用書上所給的問題進行問答練習。在教學過程中，教師對課文中出現的重要知識點進行講解如：have breakfast/have lunch/ have supper; usually/ often/ sometimes/ right now 。教師根據動畫中人物活動提問學生：what time does he get up/ wash face/ have breakfast…?學生通過觀察動畫中出現的時鐘進行回答，教師指導學生一問一答的方式進行口語訓練。反復操練后可讓學生進行課堂演示。
教師根據學生個人情況，提問學生when do you usually get up/ have breakfast/ go to school/ have lunch/ have sports/got home..? 讓學生根據自己的情況回答問題，教師可以先問學生A: what time do you get up?,當學生A:回答完后，讓學生B用撥動時鐘表示出學生A所表達的時間來。通過此次操練，加深學生對時間的印
教師指導學生完成課件中給出的練習。教師在學生自行完成練習后，可點擊鼠標，答案顯現。
教師總結106課中的重點詞匯usually的用法。
教師可根據班級的具體教學情況, 給學生播放與本課文相關的英語歌謠。
教師布置家庭作業，要求學生完成練習冊中的練習。
1.詞匯(略)。
2.復習現在進行時態。
3.學習have作為“吃飯”解時的用法。
錄音機, 多媒體動畫課件what time do you get up。
教師根據第109課對話內容及該課第二部分問答提出以下問題，要求學生口答,復習，要反應迅速，回答正確。以達到復習的目的。
T： Now Look at the pictures of Lesson 109. 1) Whats the time? 2) Whats Jim doing? 3) Where is he going? 4) What day is it today? 5) Is Jim late or early? 6) What time do you get up/have breakfast/leave home/begin school on weekdays? 7)What time do you get up/ have breakfast on Sundays?
在問及有關本班學生活動情況時，一人回答之后，教師可立即再問全班：
T： What time does he/she get up/leave home…on weekdays?
1.學生打開課本
，看圖。借助插圖
，教師講解、領讀本課生詞usually, right now, sometimes, take off, after school。教師指導學生學習課文第一部分中的句子：
T： Now, look at Picture 1. What can you see in the picture? How many people can you see/are there in the picture? Where are they? Whats the time? What are they doing? What do they do in the morning? 利用每一張畫，使學生得到充分練習，。教師放課文錄音
，學生跟讀兩遍。兩人一組用書上所給的問題進行問答練習。在教學過程中，教師對課文中出現的重要知識點進行講解如：have breakfast/have lunch/ have supper; usually/ often/ sometimes/ right now 。
2. 教師可以利用多媒體動畫課件what time do you get up中read 讓學生觀看動畫中的情景，跟讀課文。教師根據動畫中人物活動提問學生：what time does he get up/ wash face/ have breakfast…?學生通過觀察動畫中出現的時鐘進行回答，教師指導學生一問一答的方式進行口語訓練。反復操練后可讓學生進行課堂演示。
教師根據學生個人情況，提問學生when do you usually get up/ have breakfast/ go to shool/ have lunch/ have sports/got home..? 讓學生根據自己的情況回答問題，教師可以先問學生A: what time do you get up?,當學生A:回答完后，讓學生B用撥動時鐘表示出學生A所表達的時間來。通過此次操練，加深學生對時間的印象。
指導學生做練習冊習題。
或者參考課外練習：
Kate _______ supper at school.
A. has not B. doesn’t has C. doesn’t have D. don’t has
It’s time ______ now.
A. to get up B. for get up C. get up D. at get up
Your shoes are dirty. Please __________.
A. take off them B. take them off C. put them on
—_______ do you leave home on weekdays?
—At about seven thirty.
A. How B. What time C. What D. How much time
布置作業1)抄寫生詞;2)完成練習冊習題。
1.Now he’s having lunch. 他現在正吃中飯。
動詞have除有表示有“有”的意思，還可和許多名詞一起構成短語，并有不同意義。例如：
Uncle John is having his breakfast. 約翰叔叔在吃早餐。
We’re having our English class. 我們在上英語課。
The students are having sports. 學生們在進行體育活動。
2.He is taking off his clothes and going to bed. 他正在脫衣服準備睡覺。take off是“脫下、摘下”的意思，后面常接表示衣物鞋帽的名詞。其反義詞是put on 例如：
Take off your old clothes and put on the new ones. 脫掉你的舊衣服，穿上這些新的。
第三篇：Lesson13 At School教學設計
Lesson13 At School
大劉校區 韓文文
Teaching goals Students will be able to aurally understand, orally use and spelling the following vocabulary: school classroom library playground where
Students will be able to aurally understand and orally use these sentences: ——where’s the computer room? -----I can show you. The emphasis and difficulty in Students will be able to aurally understand and orally use these sentences: ——where’s the computer room? -----I can show you. Teaching preparation Audiotape The cards for new vocabulary: school classroom library playground where Hang a big lettered sign on the classroom door classroom CLASS OPENING AND REVIEW Greeting Greet your students as they arrive for class. Hello, welcome to our classroom. You can stand close to the door and point to the sign classroom as you greet your students and welcome them today. Lesson hook Teacher: Now we begin a brand new unit of work. Today let us discover our school. Let us learn how to find our way around our school. Teaching tip This lesson provides a good opportunity for us to go on an exploration of the school. Being out in a no-classroom environment where you can actually visit the computer room. The classroom the office and other place in the school will provide a great way for you to engage your student with English. NEW CONCEPTS
1、my school
Begin by teaching the four new vocabulary words (classroom library playground). Ask your students to open their books to part1, page34.Talk about what they see in the four pictures. Use questions to help them learn the words classroom library playground. Ask what do you see in this picture? What are the students doing in this picture? Say the vocabularies words and ask the students to repeat after you. Write the words on the blackboard and point to each words and students tell you what it is. Play the audiotape for the part1 of this lesson. Discuss the pictures ask what does LiMing say to the girl? What does the girl say?
Demonstrate how to have a dialogue with other new vocabulary. Teacher: Look, this is my classroom library playground. You can respond: Your____ is great. Practice Role play Ask for a volunteer to practice a dialogue with you using the new expressions: Teacher: Look! This is our playground. Student: It looks great! Ask for volunteer pairs to repeat the dialogue in front of the class. Listen to about ten pairs of students. 2. Where is the computer room? Ask the students to look at part2, page35.Explain what is happening. The girl asks her teacher to tell her where the computer room is. The teacher agrees to show her to the room. They get there and the girl thanks her teacher for the help. Play the audiotape for this part and follow along in the book. Have a discussion with the class about seeking help from others. Explain to the students that sometimes they must ask questions seeking information or help from others. Ask the students repeat the question they heard the audiotape. Excuse me Miss Zhang. Where’s the computer room? Note that the expression “Excuse me” is both a way of gaining attention and of politeness like Thank you and You’re welcome. PRACTION Role play Ask the volunteer to come forward. Take a few minutes to practice and show the questions/answer sequence while the other students watch and listen. You ask the volunteer where your desk is. The volunteer says I can show you. The volunteer leads you to her desk and says here it is. You thank her for her help. Repeat this for many students.
Using puppets Puppet1: Excuse me. Where is the ___? Puppet2: I can show you. Here it is. Puppet1: Thanks. Puppet2: You are welcome. 3. Let us do it Look at the picture for part3, page35.Explain how to do this activity. One person asks where is the ___? The partner says I can show you. The partner then draws the thing being talk about. Point out the library, classroom, school and playground. CHECK FOR UNDERSTANDING Activity Book Help the students find the page they need to work on. Hold up your activity book with that page open. Say let us open our activity books and turn to page 34. CLASS CLOSING When it is time to leave the classroom，you can ask someone, where is the door? That student should be able to show you the door and lead you there. Stand there and say goodbye, good work to your students as they leave the classroom. BLACKBOARD DESIGN
Lesson13 at school
school classroom library playground where
_____
Where’s the computer room? I can show you.
_____
第四篇：LESSON 82 多媒體教學設計方案-教學教案
teaching aims
1. study this lesson and know the way how learn foreign languages karl marx. teaching procedures step 1show the pictures
教師活動：教師展示圖片(見圖片ppt.)
學生活動：學生看完圖片后，回答教師問題：
what do you already know about karl marx? step 2 watch the video
教師活動：教師播放視頻(見ppt.)，提問下列問題。
學生活動：看完視頻后，回答課文相關問題：
after watching, do some true or false questions
1) karl marx was born in belgium. (f)
2) he was forced to leave his homeland when he was young. (t)
3) marx made such rapid progress in english that engels telephoned him and praised him for it. (f)
4) marx was good at learning foreign languages. (t)
5) in one of his books, marx gave some advice on how to learn english. (,f) step 3 listening and answering
教師活動：教師播放課文聲音(見ppt.)，提問下列問題。
學生活動：學生聽完錄音后，回答下列問題：
1.what was marx’s native language?
2.where did he stay before he went to france? why did he leave germany?
3.what did he do with his english later on?
4.when did marx start learning russian? why?
5.how long did it take him to learn russian well enough to read articles?
6.what advice did marx give on how to learn a foreign language? suggest answers:
1.german was his native language.
2.he stayed in belgium, for political reasons.
3.he began to study russian.
4.he’s already fifties, he found it important to study the situation in russia.
5.at the end of six months he had learned enough to read articles and reports in russian.
6.should not translate everything into their own language, master then use it, learn the spirit of the foreign language . step 4 listening again
教師活動：教師播放課文的段落聲音(見ppt.)，提問學生每段含意。
學生活動：學生聽課文的段落聲音，回答段落含意。
p1:some of his revolutionary activities in his early years.
p2—p5: how marx learned foreign languages.
p6:marx’s advice on how to learn a foreign language. step5 reading
教師活動：教師給學生五到十分鐘的閱讀時間，提問學生下列各題。
學生活動：學生在閱讀之后，回答下列問題
read the passages in lesson 82,write notes in the spaces below:
name :karl marx born:___________
as a young man :_____________________________________________________________
wrote books :_________________________
in 1849 :__________________________________________________________________[1][2][3]下一頁
later:______________________________________________________________________
in 1853 :______________________________________________________________________
later :__________________________________
in the 1870s :____________________________
key: was born in germany; was forced to leave his homeland for political reasons; went to belgium and france.; the civil war in france; went to england; made london the base for his revolutionary work; started working hard to improve his english; made rapid progress; wrote articles in english; was praised; was encouraged; was not sure about two things; kept on studying and using english; began to learn russian; read articles and reports in russian step 6 exercise
學生活動：
karl marx was born in ______. when he was young, he was _____ to leave his homeland for _____ reasons. he had to _____ from one country to another. at last he came to england and _____ london the base for his ______ work. marx had learned some _____ before he came to london, but he found his english was _____. he _____ working hard to _____ it. he made _____ rapid progress _____ before long he could write articles in english. engels wrote him a letter to _______him for it. engels’ letter had greatly _________ him, and from then on, marx ________ even harder at his english. he _______ english so well that he could write one of his great ______, the civil war in france in english. when marx was in his ______, he began to learn _______, because he thought it was important to study the _______ in russia. at the _____ of six months, he had learned ______ to read articles and reports in russian. marx set us a good example in learning _____ languages. step 7 discussion
教師活動：教師組織學生，回答下面的討論問題，教師給學生五到十分鐘的時間，然后提問。
what can we learn from karl marx in learning foreign languages? how can we learn english well?
學生活動：學生討論如下問題，并且回答：
1.keep on studying and using ------ master it well.
2.make clear the purpose of learning english.
3.train a good habit and grasp a good method of studying
a spirit of perseverance: try hard continuously in spite of difficulties step 8 role-play
教師活動：
suppose the great man marx (vip) came here. now you ask him about his life experience and how he learned foreign languages and he’d like to answer your questions.
學生活動：
•possible model:
•s: glad to meet you, mr. marx. can i ask you some questions?
•m: go ahead please.
•s: when and where were you born?
•m:…
•s: why did you leave your homeland?
•m:…
... ... …
•s: can you give some advice on how to learn...?
•m:…上一頁[1][2][3]下一頁
•s: thank you very much.
•m: my pleasure. step 9 homework
1. preparation the lesson 83.
2.retell the text with your own words. step 10 introduction
教師活動：教師展示馬克思的相關圖片(見ppt.)及文字 上一頁[1][2][3]
第五篇：Lesson 22 In the Restaurant教學設計
Lesson 22 In the Restaurant
一、教材依據
冀教版(銜接三年級起點)七年級上冊Unit4第四課。
二、設計思想
本課采用采用競賽和配音的方式訓練口語，傳統的機械的操練不能激發學生的學習熱情，采用競賽和配音的方式進行操練，大大提高了學生學習的積極性;采用交際法，學習語言的目的就是為了交際，而且本節課的中心任務是購物，購物就必須與人交際。交際法是遵循學生按自然順序習得語言的方法。交際法重視在實踐運用中掌握語法，此種教法效果良好，是當代語言教學的一種重要教法;采用任務型教學，任務型教學是讓學生在完成一個或一系列真實的交際任務過程中，通過運用語言，達到掌握語言的目的。學生為了完成交際任務而學習、使用語言，學生有明確的學習動機，所以學習積極性較高，學習效果較好。而傳統的語言教學采用假設、紙上談兵式的教法不能激發學生的興趣。
教學內容分析：Lesson22 In the Restaurant是冀教版七年級上冊Unit4第4課。本課圍繞著本單元談論飲食這一話題設計各種教學活動，通過商店購物，餐廳就餐的情景操練，復習鞏固本單元所學的飲食名詞，強化運用購物論價，吃飯點菜的交際用語。同時通過各種不同的任務設計，讓學生主動參與到教學活動中來，從而在一種輕松、愉快的環境里接受新的知識。
學生情況分析：學生們前面已經學習了大量的飲食名詞，這就為展開本課教學做了很好的鋪墊。本課通過大量的圖片，活動或表演，激發學生的學習興趣，使學生大膽參與到教學活動中來，經過聽、說、讀、寫的全面訓練，讓學生很自然的學習和運用飲食詞匯及語言，較容易達成“口言心聲”。但本課篇幅較長，許多語句較長難懂，將給學生帶來理解和口頭表達上的雙重難度，這就需要老師的點撥和強調 以及一定量的強化練習。
三、教學目標 1、Knowledge aims: (1)、Learn some new words: Waitress can coke order fourteen eleven beef dumpling something problem menu bottle
(2)、Learn some useful phrases: in the restaurant
a can/bottle of
be ready to do sth. rice with fish (3)、Learn some useful sentences: 1). Are you ready to order?
2). Would you like something to drink/eat?
3). How much is/are/for „? 4). No problem . (4)、Learn some useful expression:
1)---- Are you ready to order?
----Yes, please. 2)--- How much are the noodles?
---- … yuan. 3)---- –Thanks!
---You’re welcome.
4) --What would you like?
-----I’d like…….
5)---- Would you like something to drink/eat? -----yes, please./No.thanks.
2、Ability aims: Learn to talk about what people would like(to buy/eat/drink).
3、Emotion aims:
(1) To develop the study interests (2) To encourage students to express and show themselves
四、教學重點(Important Points) Buying things and talking about the price.
五、教學難點(Difficult Points) Master how to order food .
六、教學方法
情景教學法 任務型教學法
七、學習方法 小組合作 瘋狂閱讀
八、教學準備
各種飲料、食品、水果的圖片;錄音機;笑臉、哭臉(獎勵用品)。
九、教學過程設計 Step 1 Warming up 1.Play an English song named <>for the students, ask them to sing together. (英語課上播放歌曲，可以很好的激發學生的學習興趣，讓他們積極參與，本課這樣設計，也是為了自然的導入新課。)
3. Free talk ( at the supermarket/morning market ) (學生們對于在超市，早市交際內容前兩課已經學過，通過這一話題的討論，可以極大的激發學生的積極性，引起共鳴，尤其是中下等學生，讓他們積極參與，體驗成功。)
4. Show some pictures and let the students review and learn some food by saying“What would you like?” “ I would like„”.
(考慮到本課的主題是談論飲食，這就需要用到大量的飲食名詞，對學生以前接觸到的加以復習，順便學習新詞，既可以鞏固舊知識，同時也為下面的現在進行時的教學做好鋪墊，為學生運用掃清障礙。) Step 2 Presentation (1)T：We feel hungry and thirsty. We want to eat and drink, but we can only see them, we can’t have. So what to do? S: Buy. T: Where to buy? (show the picture) S: Restaurant . T: How to buy? S:… T: Let’s see a short movie and tell me what food they buy.
(通過以上的熱身活動，學生們已經完全消除了恐懼感，興趣盎然.)
(2) T: Tell me what food they buy. S: Chicken noodles and dumplings. T: Would you like something to drink? S: Yes. They would like some water and some apple juice. (這時候再導入新語言，他們就可以大膽發表自己的見解，我對他們的每一種說法都不急于否定，而是鼓勵、引導他們給出正確的答案。在接觸新知識時，是允許學生犯錯誤的，學生在此基礎上得出的答案，印象會更為深刻。同時學生們的探究能力可得到很好的培養和提高。)
(3) Show some other pictures, point to the pictures and let them try to ask and answer:
----What’s this?
----It’s____.
---How much for___? ---______yuan.
---- I like it a lot.
---I’ll take_____. ----I ’d like ---
--- OK. Here you are.
----Thank you.
----You’re welcome.
(學生們這時已初步清楚購物問價及買多少的表達方式，通過老師的點撥，學生們就可以在交際情境中充分感受語言結構和基本用法。) (4)Role-play and then let the students talk about the pictures in pairs. (分組角色扮演情景模擬練習，這樣的活動既可以培養學生的合作意識，又能在情景中進行交際，練習了本節課的重點。) (5)Act out as the roles. (學習語言的關鍵就是讓學生能在“做中學”(learning by doing)，通過有限而真實的的課堂實踐活動，注意觀察別人的行動，能準確地用英語來表達，同時學生又可以不斷提高自己的為交際而運用語言的能力。) Step3 Listening
A)Li Ming would like ________. They are ______ yuan. He wants to drink ______. B)Jack would like ________. They are ____ yuan. He wants to drink ______. (任務型聽力要求學生分別聽兩個情景，同時根據理解填空，既促進了學生對課文理解，又加強了聽力訓練。) Step 4 Practice Practise reading as roles together. (整體感知課文) Step 5 Reading (A) Group work ----Reading and tell true (T) or false (F) as small groups of four:
1. Li Ming and Jack have lunch in a restaurant.
(
) 2. Li Ming would like some porridge. (
) 3. Jack has carrot and egg dumplings for lunch. (
) 4. Jack wants to drink some water.
( ) 5. Li Ming has chicken noodles and some water for lunch.
(
) (B) Let the leader of each group answer one by one. (讓學生小組分工協作完成閱讀任務，后派代表依次回答問題，體現任務型教學模式。在活動中，由于分工協作，人人都有任務，且根據個人特點來相應承擔，使所有學生都能參與其中。學生通過閱讀對文章產生一定的感性認識，再通過思考獲得理性認識，再做判斷。培養學生觀察、理解、分析能力，增進學生之間友誼。) Step 6 Practice (A)Be crazy to read
(B) Practise crazily
1.It’s lunch/breakfast/supper time. 2. Are you ready to order? 3. I would like some dumplings/rice/noodles„. 4. I’d like a sandwich and some milk for lunch. 5. Would you like a bowl of noodles? 6. Would you like something to drink/eat? -. 7. Do you like rice with fish? 8. How much for /is/are„
(這種訓練，既可以調節課堂氣氛，又可以訓練培養學生的語感，同時又解決了本節課的難點，還避免了漢語翻譯的尷尬，更重要的是傳授了一種學習方法與理念，使原本枯燥的機械操練變得生動有趣，學生也更樂于接受。) Step7 Work together It’s lunch time . Li Ming and Jenny are hungry . They go to a restaurant . Waiter: ___________________order? Li Ming: Yes, please. _____________ dumplings. What’s your favourite food, Jenny? Jenny: I’d like _________and ________for lunch. Waiter: Sorry, we don’t have any ________ or_______. Li Ming: __________rice and beef? Jenny: No. Waiter: Would you like______________? Jenny: Okay. Thank you. Waiter: You’re welcome.
(檢驗練習效果，是否能脫口而出，增強學生的成就感和求知欲望。) Step8 Let’s sing a song! It’s time for lunch.(再次激趣，放松心情) Step9 Summary Step10 Homework
Make up a dialogue as this lesson .
十、教學反思
通過課堂氣氛和作業練習檢查，本節課的設計比較成功。根據新課標，結合教材和學生的實際情況，確定教學目標，采用先進的教學方法設計教學過程，創設或模擬真實情景交際，讓學生通過聽、說、理解等交際活動不斷溝通交流、進行互動。教學目標明確、教學思路清晰、教學重點突出。充分體現了新課標的理念，主要體現在如下幾方面：
1、設計了貼近生活實際的話題，采用了先進的教學方法：任務型教學法。設置了不同的任務，訓練聽說讀寫綜合能力，寓思想教育于語言教育。每個任務都難度適中，適合學生的知識水平，而且組織得非常成功，學生學習效果良好。
2、教學程序體現知識形成過程，讓學生去感受、探究、發現知識。教師在布置各項活動任務后，要給學生足夠思考、活動的時間，必要時給予恰當的示例。
3、課堂教學，大部分時間都是小組互動，師生互動，體現了教師與學生以及學生相互之間的互動。學生積極思考、熱烈討論，課堂氣氛活躍。該堂課充分發揮了小組學習的優勢，體現了教師的主導作用和學生的主體地位。
4、自始至終關注學生情感，設計有挑戰性的話題，如價格競猜活動等，激發學生學習的熱情;適時用激勵性的語言贊賞學生，教師貼切的評價既保護了學生的自尊心，又使學生煥發出極大的學習熱情，同時營造了一個寬松、民主、和諧的教學氛圍。