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读者解读文本必然具有独特的个性。不同青年教师对同一课文进行解读并进行观点碰撞,不仅能在同伴解读中找到共性,也能在切磋中品读出独特的认识;不仅能够寻求一个客观的解读认知,也能力求达到一致的教学目标。这样,文章的整体性、立体感就凸现出来了。为此,我们选文八年级第七单元李汉荣先生《外婆的手纹》(试验本)进行同质教师同文解读,并通过抽签执教。
Reading readers must have a unique personality. Different young teachers interpret the same text and conduct point-of-view collisions. Not only can they find commonalities in the interpretation of peers, but also can read out unique understandings in the discussions; they can not only seek an objective interpretation but also can achieve consistent results. teaching objectives. In this way, the integrity and three-dimensionality of the article emerged. For this purpose, Mr. Li Hanrong’s “The Grandmother’s Handprints” (Test Edition) in the seventh unit of the eighth year of the eighth grade is used to interpret the homogenous teacher’s text and teach by drawing lots.