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于永正老师的“五重”教学法推行多年,深受广大一线教师的喜爱。特别是“重迁移”这一环节,更令诸多教师青睐有加,在课堂上频频效仿,成就了高年级语文课堂许多精彩的瞬间。但在学习的同时我们也常常陷入东施效颦、邯郸学步的尴尬境地。迁移的脚步,究竟迈往何方?前不久的一次迁移,引起了我的思考。不久前我和孩子们学习苏教版教材六年级下册《半截蜡烛》一文。我进行了一次迁移练习。迁移是这样的:二战结束,法国总统听说了伯诺德夫人一家的故事,给予了
Yu Yongzheng’s “Five” teaching method for many years, by the majority of front-line teachers love. In particular, the “relocation ” link, many teachers even more favorably, in the classroom frequently follow the example of the success of the high grade Chinese class many wonderful moments. However, at the same time of our study, we often fall into the embarrassing situation of applying the tactics in East China and Handan. The footsteps of migration, which way to go? A recent migration, aroused my thoughts. Not long ago I and the children to learn Sujiao version of the sixth grade book “half candle” article. I conducted a migration exercise. Migration is this: the end of World War II, the French president heard the story of a family of Mrs. Bernard, given