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在语文课上,很多时候,我会故意发表对文本错误理解的观点,而且努力做到不留痕迹,以考查学生对文章的分析领悟能力。对于我的错误,如果学生能很快发现,说明他们对文本的感知理解很透彻;如果不能发现,说明他们还没有走进文本,需要老师去引领;如果学生能形成不同意见,争论辩驳,那就是宝贵的意外收获了。辩论中不知不觉提高了思维能力、语言表达能力,这不正是语文教学的教学方向和想达到的高度吗?比如,我在教学人教版第十二册的《十六年前的回忆》一课时,
In Chinese lessons, I often deliberately put forward my opinion of misunderstanding the text, and I try my best to keep track of students’ ability to analyze the essay. For my mistake, if students can quickly find out that they have a thorough understanding of the perception of the text, if they can not find it, they have not entered the text and need a teacher to lead. If the students can form different opinions and debate arguments, then It is a precious surprise. In the debate unknowingly improved thinking skills, language skills, this is not the teaching of Chinese teaching and want to achieve the high degree of it? For example, I teach the PEP 12 “memories of 16 years ago” A class time