【设计构想】之所以设计这一课,是因为在一次《悬崖边的树》“同题异构”教学活动中,我发现学生对该诗的理解普遍较为肤浅,主旨的呈现也较为生硬。在听课之后,我就在自己所教的班级,再次开展了这首诗的课堂教学及研讨,优化了教学环节的设计。近期,在又一次教研活动中,我再次执教这一课,力求进一步探索最适宜的教学呈现方式,寻求更贴近高中生思考的教学深度。 Design Concept The reason for designing this lesson is that in a teaching activity like “Cliffside Tree” with “Same Subject Heterogeneous Structure”, I found that students’ understanding of the poem is generally superficial and the subject is also more stiff. After attending the lecture, I started the classroom teaching and discussion of this poem again in the class I taught, and optimized the design of the teaching link. Recently, in another teaching and research activity, I once again coached this lesson, trying to further explore the most appropriate teaching presentation, to seek closer to senior high school students thinking of teaching depth.