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在《清塘荷韵》的教学过程中,我采用了由学生问题先行的教学方式,让学生在阅读中激起思维的火花,从而更好地有效阅读。学生的提问在课堂上我给了学生充足的阅读时间,让学生一边阅读一边写下自己在阅读过程中遇到的问题,然后带着这些问题再反复阅读文本,尝试着通过自己的阅读去理解简单浅显的问题,最终将自己疑惑最大或者最感兴趣的问题提交给我。学生们对于这样的教学形式感到新鲜,激发了他们阅读的主动性和积极性,他们比以往任何一次阅读都认真,当我汇总了学生的问题,发现学生质疑的内容比我预想得要精彩,涵盖面更广。
In “Qing Tong Yun” teaching process, I used the first issue of the teaching of student problems, so that students can stimulate the spark of thinking in reading, so as to better and effective reading. Students’ questions In the classroom, I gave students enough time to read, so that students can read while reading the problems they encountered in the reading process, and then read the text with these questions again and again to try to understand through their own reading Plain and simple questions, eventually puzzled the biggest or most interested in the issue submitted to me. Students feel fresh about such forms of teaching, stimulating their reading motivation and enthusiasm, and they are more serious about reading than ever before. When I summarize the students ’questions, I find out that the content of the students’ questions is more exciting than I expected Broader.