理清文章的行文顺序(脉络)是准确划分段落的重要依据和保证。在教学实践中,我们运用联系的观点引导学生理清脉络再分段,收到了较好的效果。一、联系生活经验分段生活是创作的源泉,作者创作多是遵循生活规律来布局谋篇。鉴此,我们可以引导学生联系生活经验理顺文章脉络,给文章分段。例如,给《凡卡》一课分段,可以这样启发学生联系生活经验思考:《凡卡》这篇课文通过凡卡给他爷爷写信述说其遭遇。对于写信,大家都比较熟悉。想想看,你平常给某一个人 It is an important basis and guarantee to clarify the passage order (context) of an article. In teaching practice, we use the point of contact to guide students to clarify context and then sub-paragraph, received good results. First, contact life experience Segmented life is the source of creation, the author is to follow the law of life to layout more articles. In view of this, we can guide students to contact life experience to rationalize the context of the article, to article segmentation. For example, giving a lesson about “Vanca” can inspire students to think about life experience: “Vanca” teaches the story of what Vancae wrote to his grandpa. For writing, everyone is familiar. Think about it, you usually give somebody