论文部分内容阅读
长期以来,“假设”在数学教学中运用广泛,而在阅读教学中几乎无人问津。到底能否将“假设”用于阅读教学呢?答案是肯定的。因为语文与数学虽学科不同,教学任务、教学方法各有其特殊性,但从教学目标看,启发学生智力,发展学生智能,提高学生自我获取知识并运用知识解决实际问题的能力,是它们的共性。抓住语文和数学的共性,把“假设”在数学教学中“激发解题兴趣、转换思维角度、沟通解题思路、创设思维情境、突破教学难点”的功能迁移于阅读教学,可发挥“假设”在阅读教学中的多重作用,有效地提高阅读教学效果。
For a long time, “what-if” has been widely used in mathematics teaching, but very few in reading teaching. Can we use “hypotheses” for reading teaching? The answer is yes. Because language and mathematics have different disciplines, teaching tasks and teaching methods have their own particularities, but from the perspective of teaching objectives, the ability to inspire students' intelligence, develop students' intelligence, and improve students' self-acquisition of knowledge and use of knowledge to solve practical problems is their Common. Grasp the commonalities of Chinese and maths, and transfer “hypothesis” to reading teaching in the teaching of mathematics, such as “stimulate the interest of solving problems, change the perspective of thinking, communicate the thinking of solving problems, create the thinking situation, and break through the teaching difficulties” "In the teaching of multiple roles in reading, effectively improve the effectiveness of reading teaching.