最近,我听六年级老师执教《广玉兰》时发现他们都这样处理:一是老师认为课文是总分总结构,开头总起写幽香,中间具体写广玉兰的色彩与质地,花开时的各种形态以及叶片的独特情趣,最后总结全文,点明作者喜爱广玉兰的原因。显然,这是受教参的影响。其实课文的中心句直接告诉我们文章的结构和表达重点。二是直奔重点段落时,很多老师总是费尽气力引导孩子感受、体会花的形态的可爱,美丽,纯洁 Recently, when I was a teacher in the sixth grade, I was taught that “Magnolia grandiflora” was treated as follows: First, the teacher thought the text was the total score structure, beginning with a total fragrance, the middle with the color and texture of Magnolia grandiflora Various forms and the unique taste of leaves, the final summary of the full text, point out the author favorite Magnolia reasons. Obviously, this is influenced by the teaching parameters. In fact, the central text of the text directly tells us the structure and expression of the article. Second, go straight to the key paragraphs, many teachers always try their best to lead children to feel the flower form of cute, beautiful, pure