近日,听了两节阅读课,一节低年段,一节中年段。听完这两节课,对于教师在课堂中所采用的教学方法,突然产生这样一个想法:我们的方法选择,是否也应兼顾到文体本身的特征呢?案例一:教学《乌鸦喝水》一课,在教学“它叼起小石子,一颗一颗地放到瓶子里。瓶子里的水渐渐升高了,乌鸦就喝着水了”这一部分内容时,老师也在讲台前放上半瓶水和一堆小石子,指名一个学生到讲台前现场演示乌鸦是怎样“叼”石子,瓶子中的水是如何 Recently, I listened to two reading class, a section of low years, a section of middle age. After listening to these two classes, for teachers in the classroom teaching methods used, suddenly produced such an idea: our choice of methods, should also take into account the stylistic characteristics of it? Case 1: Teaching “crow drink water” Lesson, teaching, “it picked up pebbles, one by one into the bottle. The bottle of water gradually increased, the crow drinking water.” This part of the content, the teacher is also in front of the podium Half a bottle of water and a pile of pebbles, named a student to the podium live demonstration crow is “Diao ” stone, the water in the bottle