前年笔者曾写过一篇关于语文教学中运用点拨法的文字,意犹未尽,试再谈。在语文教学中运用点拨法,并不是这儿一“点”,那儿一“拨”,就算完事,就能取得很好的效果。只有以教学的整体性原则为前提,点拔法才能很好地发挥其作用。我教学生读书,分为初读、研读和品读三个阶段。在这三个阶段,都需要点拨,但点拨的侧重点应有所不同。初读一篇课文,首先就要让学生接触到课文的整体,不必提太多的要求,也不必去死抠词语,点拨的重点应放在激发学生读这篇课文的兴趣上,能充分诱发学生读这篇课文的强烈动机。比如我在刚讲朱自清的《荷塘月色》时,先从朱自清的 Two years ago I had written an article on the use of dialect in teaching language, I mean, try again. It is not a “point” here used in the teaching of Chinese, but a “dial” there, even if it is done, it will be able to achieve good results. Only by teaching the principle of integrity as a precondition, point-pulling method can play its role well. I teach students to study, divided into first reading, reading and reading three stages. In these three stages, all need to call, but the emphasis should be different. First read a text, we must first allow students access to the text of the whole, do not mention too many requirements, do not have to go to pull the words, the emphasis should be placed on stimulating students to read the text of this interest can be induced Students have a strong motivation to read this lesson. For example, when I first mentioned Zhu Ziqing’s “Lotus Pond Moonlight”, I started with Zhu Ziqing