在语文骨干教师培训活动中,听了四年级的《徐悲鸿励志学画》。执教者把该文界定为叙事文,还用了“登山图”对文章进行结构化的梳理:为什么励志,怎么励志,励志的结果怎么样。在此基础上让学生循着这样的思路复述课文。由于“登山图”对文本进行了图象化处理,给听课者带来了一定视觉上的冲击,觉得很新鲜,很有创意,自然也没有谁对复述训练提出异议。这一教学环节引起了我的思考:复述课文,就是把课文的主要情节讲述出来,这是典 In the language backbone teacher training activities, listening to the fourth grade “Xu Beihong inspirational painting.” Instructors defined the article as a narrative text, but also used the “mountaineering map” to systematically sort out the article: why inspirational, how inspirational, inspirational results. On this basis, let the students repeat the text following this line of thinking. As the “mountaineering map” to the text of the image processing, to bring a certain degree of visual impact on the lecturer, I feel very fresh, very creative, and naturally no one objected to the rehearsal training. This part of my teaching has aroused my thinking: repeat the text is to tell the main plot of the text, which is Code