我们听课看课,大多数时候会局限于就课论课,就现象论现象,停留在浅层次的探讨上,这种滞留于表象的反思只能成为师生发展的桎梏。在开展“幼儿课堂行为表现”课堂观察活动中,我们以“互相帮助真快乐”为教学内 Most of the time we are confined to class lectures and phenomenon phenomena, staying at a shallow level of discussion. Such reflections on appearances can only become a shyness for the development of teachers and students. In the “classroom behavior of preschool children ” classroom observation activities, we “to help each other really happy ” for teaching