教者曾前后两次教学《标点符号歌》,不同的观念,不同的设计带来了截然不同的效果。第一次是这样进行教学的:师:请小朋友借助拼音自由朗读《标点符号歌》。(多种形式检查学生朗读后,教师一边范读一边讲解:儿歌每一句都从用法和形状两方面来介绍标点符号。)师:请同桌对读,并说说? Teachers have twice before and after teaching “punctuation song”, different concepts, different designs have brought different results. This is the first time teaching: Teacher: Please help children with Pinyin freedom to read “punctuation song.” (Various forms of examinations After students read aloud, the teacher will explain while reading a fan: Each sentence of children’s songs will introduce punctuation from both usage and shape.) Teacher: Please read the same table and talk about it.