论文部分内容阅读
语文教学所用的文本与其他学科使用的教材不同,其中一个最显著的特征,就是它拥有无数多个可以成为教学内容的信息传播点(当然,这在一定层面取决于教师本身的认知能力),这些教学内容如果想要在一堂课内全部解决,绝对是做不到的。这就需要教师根据文本特征和教学实际情况,制定符合学生学情的教学目标,确定相应的教学重难点,然后选取最恰当的教学切入点,作为有限的突破口,从而达成教学过程的实施,并以此为抓手,将课文、
One of the most striking features of Chinese teaching, unlike the textbooks used in other disciplines, is that it possesses an infinite number of information dissemination points that can become teaching contents (of course, it depends, of course, on teachers’ own cognitive abilities) , These teaching content if you want to solve all in one lesson, it is absolutely impossible. This requires that teachers make teaching objectives that are in line with the students’ learning conditions according to the characteristics of the texts and the actual conditions of teaching, determine the corresponding teaching difficulties and difficulties, and then select the most appropriate teaching entry point as a limited breakthrough to achieve the implementation of the teaching process. Take this as a starting point, the text,