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语文课堂有效教学的实现,离不开多种教学方式与行为的共生与整合。其中,课堂问题提出的水准对其的改进与提升起到至关重要的作用。针对目前课堂问题提出的症结,即问题指向性模糊与泛化,问题的浅表化与碎片化,笔者试图找到课堂问题生成的策略,并借助矛盾分析法,从标题与文本指向的“不对等”、文本内部逻辑关系的“错位”、文本与文献选择的“取舍”、学生与认知水平的“冲突”四个维度加以阐述,以李密的《陈情表》为例,希冀找到化解课堂问题障碍的有效路径,从而真正实现课堂效应的最大化。
The effective teaching of Chinese class can not be achieved without the symbiosis and integration of various teaching methods and behaviors. Among them, the level of classroom questions proposed to improve and enhance their play a crucial role. In view of the crux of the present classroom problems, namely, the objectionability and generalization of the problem, and the shallowness and fragmentation of the problem, the author attempts to find a strategy for generating classroom problems and uses the method of contradiction analysis Such as “, ” dislocation “in the logical relationship of the texts, ” choice “of text and literature selection,” conflict "between students and cognition level, As an example, we hope to find an effective way to solve the problems of classroom problems, so as to truly maximize the classroom effect.