“说明方法”的界定和使用存在着严重的混乱现象:课文中十分常见的说明方法,却不被列入知识短文;教学目标中未曾要求的说明方法,却在练习中出现;短文中只是平列地举出了几种基本的说明方法,教学重点中居然又反复出现不知是否属于同一层级的其他方法。在实际教学中,一些教师又根据教材的某些“方法”自作主张衍生出了多种多样的说明方法。鉴此,有同仁也曾试图对说明方法作一些“规范”,却又主观臆造了闻所未闻的说明方法。 当我们面对各式各样的说明方法莫衷一是时,我们自问:什么是方法——方法是为达到目标所选择的途径或采取的手段;什么是说明方法 在说明事物、阐释事理、解说步 There are serious confusions in the definition and use of the “description method”: the description methods that are very common in the texts are not included in the short texts; the instruction methods that were not required in the teaching objectives appear in practice; the essays are only flat. Listed in a few basic ways of explanation, in teaching priorities, there have been repeated other methods that do not know whether they belong to the same level. In actual teaching, some teachers derived a variety of explanation methods based on some “methods” of the teaching materials. In view of this, some colleagues have tried to make some “norms” of explanation methods, but they have also fabricated and uncovered unheard of instructions. When we are faced with all kinds of explanation methods, we ask ourselves: What is the method? The method is the path or means chosen to achieve the goal; What is the method of explanation? In the explanation of things, the interpretation of the affairs, the explanation step