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故事,对每一个人有着天生的魔力。即便是成人,在一个课堂情境中,集聚呈现的各种知识信息涌向大脑,不免有云遮雾罩之感。这个时候,如果讲课老师突然话峰一转:“我给大家讲个故事吧!”所有人的眼睛立刻来了光芒,之前的疲劳烟消云散,无不充满倾听的期待。成人如此,更何况儿童。儿童与故事的关系,恰如鱼和水的关系。《祁黄羊》是一篇历史故事,如何拉近甚至消除时空的距离,把文本真正地故事化呢?前期,团队共同研读教材,与前后学段建立联系,
Story, for everyone has a natural magic. Even adults, in a classroom context, gathered all kinds of knowledge and information flow to the brain, can not help but feel a cloud cover fog. This time, if the lecturer suddenly suddenly peak: “I tell you a story!” Everyone's eyes immediately came to light, before the exhaustion of fatigue, all full of listening expectations. So adults, not to mention children. The relationship between children and the story, just as the relationship between fish and water. “Qi Huang Yang” is a historical story, how to narrow or even close the distance between time and space, the text really story? In the early stage, the team studied the teaching materials together, and before and after the establishment of links,