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材料:于老师决定在班上组织一次全员参与的特长展示活动,学生们陆续在报名表上写上自己的“拿手好戏”:手工、书法、弹琴、乒乓球......于老师发现,除了,其他学生了项目。刚从外地转来,学习成绩很差,很少参加集体活动,在班上也没有什么朋友,于老师把找来,鼓励他报名参加特长展示活动,却自卑地说自己没有什么特长。于老师启发他说:“不管是什么,只要是拿手的,就可以展示出来!”想了很久,急的快哭了,怯怯的问:“老师,我削梨又快又好,皮不会断开,请问削梨算是特长吗?”于老师当即拍板:“行!就这个了。”展示活动当天,于老师郑重的请表演削梨。在大家好奇的目光中,拿出了一只黄澄澄的大鸭梨和一把小刀,两手飞快地转动,不一会儿就把梨削好了,削好的梨子圆滑晶莹,细长的果皮垂下来足有两。同学们都情不自禁的鼓起掌来。从那以后,开朗多了,学习更加用功了,学习成绩有了较大提高。于老师还注意发挥他肯吃苦、爱劳动的优点,推荐他担任班上的卫生委员,他的表达能力、组织能力得到了锻炼。请从学生观的角度,评析于老师的教育行为。(14分)(2012年下小学真题)
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