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1．创设情景,激发情感,破疑解难 比如,《海滨仲夏夜》中,作者描绘了海 滨宁静、优闲的生活场景,但不少学生并没 有这样的生活体验,想像不到、也体会不到 大海那种宁静优雅的场面,对大海也没有像 作者那样深的感受。多媒体的应用克服了时 空的限制,它能够通过画面把大海的形象展 现在学生们面前,使他们有身临其境的感觉。 画面的展示加深了学生们对大海的情感,激 发了对课文的阅读兴趣,使学生的情感同作 者的情感产生了共鸣,收到了很好的教学效 果。
1. Creating scenes, inspiring emotions, and solving doubts. For example, in the “Mid Seaside Midsummer Evening,” the author paints a serene, laid-back lifestyle scene in the seaside. However, many students do not have such a life experience. Imagination cannot be experienced and the experience of the sea cannot be realized. The quiet and elegant scene has no deep feelings for the sea like the author. The application of multimedia overcomes the limitations of time and space. It can display the image of the sea in front of the students through the screen and give them a sense of immersion. The display of the pictures deepened the students’ emotions toward the sea, stimulated interest in reading the texts, resonated with the emotions of the students’ emotions, and received good teaching results.