讲评课文,我常常采用这样的办法:一次作文下来,挑选七八篇较优秀的或进步较快的习作,让作者到讲台上来朗读自己的作文(约三十分钟),读后让全班同学议议评评,自由发言(约十五分钟)。这是一种极其平常的做法,但一学期下来,倒也获得了一定的效果,现归纳如下: 一、在短短的一节课时间内,既欣赏了七八篇较优秀的作文,又听取了对这些作文的各种不同的意见,获得的信息量是大的。这些信息从感性(作文)到理性(评议)对作文做了生动活泼的讲评,比教师一人在讲台上沉闷单调地“唱独脚戏”,效 When commenting on the text, I often use this method: Write down one or seven good or fast-paced exercises and let the author read their composition on the podium (about thirty minutes). After reading, let the classmates Remarks, freedom of speech (about fifteen minutes). This is an extremely common practice. However, after a semester, it has achieved certain results. It is summarized as follows: 1. In just one class period, we appreciated seven or eight outstanding compositions. Having listened to various opinions on these essays, the amount of information obtained was large. The information from the sensibility (composition) to the rationality (commentary) gave a lively commentary on the composition, and it was more boring and boring than the teacher’s boring monologue.