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在《壁虎》一课教学中,根据课文的特点(有顺序地写),我在教完第三段之后,要学生仿照第三段老师的板书,自己读—读第四段的课文,把壁虎怎样捉远处虫按照课文的顺序板书出来。学生的情绪明显地高涨起来,读、画极其热烈。一个学生这样板书:爬→停→爬→蹿→吞吃。学生的板书完全有道理,他掌握了壁虎捉远处虫的连续动作,可见他经过了分析、比较、概括的思维过程。教学生板书,有利于培养学生的创造性思维;有利
In “gecko” class teaching, according to the characteristics of the text (in order to write), after teaching the third paragraph, I follow the third paragraph of the teacher’s writing on the blackboard, read - read the fourth paragraph of the text, the Gecko how to catch distant insects in accordance with the order of the text out of the blackboard. The emotions of students apparently soaring, reading, painting extremely warm. A student writing a book: climb → stop → climb → 蹿 → swallow eat. Student’s blackboard is completely justified, he mastered the gecko to capture the continuous action of pests in the distance, we can see that he passed the analysis, comparison, general thinking process. Teaching students writing a book, is conducive to cultivating students’ creative thinking; favorable