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假如说课文是作者带给大家的一处风景,那么文题无疑就是通往这处风景的指路牌。它是文本的最佳切入点,从题目入手,可以窥视到作者的立意,把握文章的体裁,了解文章的内容,触摸到文章的感情走向。因此,在教学中,教师会运用多种方法对课题进行解读,以期加深学生对课文的理解,提高阅读教学的效率。然而在实际的教学中,一些常规的课题解读法效果却不尽如人意。案例一:《三打白骨精》教学片段师(出示题目):我们一起来把课题读一遍。(生读)
If we say that the text is a landscape that the author brings to everyone, then the topic of literature is undoubtedly the guidepost to the scenery. It is the best starting point for the text, starting from the title, you can peep to the author’s intention, grasp the genre of the article, understand the content of the article, touch the emotional orientation of the article. Therefore, in teaching, teachers will use a variety of methods to interpret the subject, with a view to deepen students’ understanding of the text and improve the efficiency of reading teaching. However, in actual teaching, some conventional methods of reading the subject are not satisfactory. Case 1: “Sanda bones fine” teaching fragment teacher (to produce the title): We work together to read the subject again. (Students read)