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一、探究问题太深奥,学生望而止步【点击课堂】——《老人与海鸥》(人教版六上)探究片段我在教学这篇课文时,为了让学生感受到老人与海鸥间的真情,把教学重点锁定在“鸥飞啄食”和“鸥飞送行”这两幅截然不同的画面中,于是设计探究话题如下:“鸥飞啄食”和“鸥飞送行”中的“飞”有何不同?(引导学生在自主学习、小组讨论后进行全班交流)生:我们组认为“鸥飞啄食”中的飞是快乐的飞;而“鸥飞送行”中的飞是悲痛的飞。师:你们从海鸥的心情发
First, the exploration problem is too esoteric, the students hope to stop [click class] - “old man and the Seagull” (PEP 6) to explore the fragment I teach this text, in order to allow students to feel the truth between the elderly and the seagulls , The teaching focus is locked in the “Gull Fly Peck” and “Gull Fly” two completely different pictures, so the design of the topic of exploration are as follows: “gull fly pecking” and “gull fly What is the difference between ”flying“ and ”flying“ in ”flight“? (To guide students in their own learning, group discussion after the exchange of classes) Health: Our group that ”flying gull flying peck“ fly is happy; And the flying in ”Gull flying " is a sad fly. Teacher: You guys made the seagull’s mood