一、创设文本情境,让学生亲身参与课文内容表演。如以人物语言描写为主要表现方法的课文,可采用分角色朗读的方式,让学生在“角色”中体会人物的心理、思想特征;以人物动作、语言为主要表现方法且情节简单的课文。这样,既加深了对课文的理解,又活跃了气氛,引起了学生极大的学习兴趣,使其乐学。二、创设审美情境,进行新旧知识迁移。教师可以利用学生原有的认知结构通 First, create a textual context to allow students to personally participate in the performance of text content. For example, character texts can be used as the main method of expression. You can use sub-role reading to allow students to experience the characters’ psychological and ideological characteristics in the “character,” and to use character movements and language as their main expression methods. text. In this way, the understanding of the text is deepened, and the atmosphere is revitalized, which arouses students’ great interest in learning and makes them happy to learn. Second, the creation of an aesthetic situation, the transfer of old and new knowledge. Teachers can use students’ original cognitive structure