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逆向品读,又称“逆析”。有人戏称为“顺瓜摸藤”。其特点是从课文结尾处入手开讲,巧妙设置问题。一步一步地一层一层地将课文学习向“前”推进。这是一种教材处理的艺术。也是一种教学设计的艺术。 下面列举初、高中的两个教学简例。 一、《荔枝蜜》 1.品读课文结尾:“我”梦见自己变成一只小蜜蜂。 2.“我”为什么有这样美好的梦境呢?是因为心灵的激动——品读“我不禁一颤”这一段。 3.蜜蜂这小生灵为何这样激动“我”的心扉呢?——品读“我”的所见所闻所感:小蜜蜂是渺小而高尚的,这种高尚表现在劳与酬、生与死、善与恶的对比之中,表现在不悲生命之短,不悲身体之微的辛勤劳作之中。
Reverse reading, also known as “reverse analysis.” Some people jokingly called “Shunguagutang”. It is characterized by starting from the end of the text and skillfully setting questions. Step by step to advance the learning of the text to the “front” layer by layer. This is an art of teaching materials. It is also an art of instructional design. Here are two brief examples of elementary and high school teaching. First, “Litchi honey” 1. Read the end of the text: “I” dreamed of becoming a small bee. 2. Why does “I” have such a beautiful dream? It is because of the excitement of the soul – reading the phrase “I can’t help but tremble”. 3. Why are the bees, the little creatures, so excited about the heart of “I”? - The feeling of reading and reading “I” is that the bees are small and noble. This noble performance is manifested in labor and death, life and death, The contrast between good and evil is manifested in the indulgence of life that is not short of tragic life and is not miserable.