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在语文教学中,如何在不冲淡文本的前提下,选取灵活的形式、恰当的时机引入资源,使之与文本交相辉映呢?下面是《大江保卫战》(苏教版五下第23课)教学案例:其一:“无”中生“有”教学时,由于学生不太熟悉抗洪场面,不能体会当时情况的紧急。教师随机出示了这样一段文字资料:“九江城拥有80.74万亩耕地,83.84万人口,京九、合九、武九铁路,105、316国道在区内畅行。”适时提问:“同学们,万一保不住大堤,将是什么后果?”学生在交流中明确了:整
In Chinese teaching, how to introduce flexible resources and make it compatible with texts, without changing the texts? The following is the teaching of “Dajiang Battle” (Supiao Version 5: Lesson 23) Case: One: “no ” students “there ” teaching, because students are not familiar with the flood scene, can not understand the emergency situation at that time. The teacher produced such a textual data at random: “Jiujiang City has 807,400 acres of arable land, 838,400 population, Beijing-Kowloon, Hejiu, Wujiu Railway, 105,316 State Road in the area smooth. ” Timely question: “classmates Who, in case can not keep the levee, what will be the consequences? ”Students in the exchange of clear: the whole