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r every one question to ask in class to throw these small problems piecemeal started after waiting for students to answer . When twelve students can not answer the teacher expect the answer , the teacher will be able to accurately answer directly call those a good student . Then evolved into a classroom becomes a few students when the protagonist , other students when bystanders situation. Doing so inadvertently dampened the enthusiasm of most students , especially poor students enthusiasm. This situation is clearly the " for all students ," the new curriculum ideas contrary .

Some teachers in the classroom for students to answer rightly or wrongly not evaluated , they immediately called the second question asked students to answer ; Or just say shortcomings , do not talk about the advantages , and dampen the enthusiasm of students ; Or prematurely told the students the correct answer , instead of thinking of the students . Some teachers accustomed to "very good" , "wonderful " and the like are still shortcomings Compliments overall affirmative answer to the students , or summarily reject lightly to students already active thinking a blow to stifle enthusiasm for learning . These evaluation methods repressed mental training of students , over time , classroom efficiency will be seriously affected .

Swiss psychologist Jean Piaget in "Intellectual Origins" a book said: " You can see that a person is neither attention too familiar thing, because commonplace ; he did not pay attention too unfamiliar things, because with him ' schemata ' of anything no contact . " In the current language teaching forms part of a teacher stereotyped questions , question fixed at an angle , machinery. When faced with a new lesson students always ask , such as " Do you know what topics through ? ' " Article in what order to write ? "And so on . These press the " Program" issues raised in our classrooms everywhere, really has no new ideas , people have fatigue. So it is difficult to arouse students ' interest to encourage students to actively think.
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