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《藤野先生》一文是一篇脍炙人口的传统课文。以前我教完这篇课文后,常用“我的老师”或“我的×××”这样的命题来指导学生写记人记事的作文。但这样做法,不能促使学生加深对课文的理解,加深对鲁迅与藤野先生之间的深厚感情的体会。后来我重教这篇课文时采用了这样的方法:在分析到藤野先生“惜别”赠照相这段文字时,我启发学生说:“鲁迅与藤野先生之间的感情这么深,临走那一天,藤野先生会不会去给鲁迅送行?”“最后分别的地方可能在哪里?”“当时他俩的心情怎样?”在学生回答以上问题后,我又进一
“Mr. Fujino” article is a popular traditional text. After I finished this lesson, I used the proposition “My teacher” or “My xxx” to instruct the student to write essay notes. However, this practice can not prompt students to deepen their understanding of the text and deepen their understanding of the profound feelings between Lu Xun and Fujino. Later, when I re-taught this text, I used this method: When analyzing the text of Mr. Fujino's “Farewell” gift photo, I inspired the students to say: “The feelings between Lu Xun and Fujino are so deep, , Mr. Fujino will go to send Lu Xun? ”“ The last place may be where? ”“ At that time their mood? ”After the students answered the above questions, I entered a