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个性化阅读要求教师重视、珍视阅读中学生对文本的不同的认识和感受,并营造与之相适应的教学环境,即条件、氛围,让阅读成为个性释放的过程,让阅读成为张扬个性的舞台,以提高阅读的质量。《青蛙看海》这课,应注重从巧用插图,发散思维;入情入境,亲历体验;研读感悟,体会情感;读读演演,内化文中语言出发让学生自己充分地读书,读出味,读出情,读出神,读得如闻其声,如见其人,如临其境。
Personalized reading requires teachers to value highly valued middle school students’ different understanding and feelings of texts and to create a suitable teaching environment, that is, conditions and atmosphere, making reading a process of individual release and making reading a stage of publicizing individuality. To improve the quality of reading. “Frog watching the sea,” this lesson, should focus on clever use of illustrations, divergent thinking; into the situation, experienced experience; study sentiment, experience emotion; read performance, internalization of the language in the text to allow students to fully study their own, read out Taste, read out love, read out God, read as if heard the sound, such as seeing others, such as the immediate.