一、案例:借助文本背后的资源,关注思想生成点。今天两节课,原本计划将《去年的树》上完,但思来想去,还是决定将昨天上得支离破碎的《幸福是什么》重新整理一下。在重新梳理了上节内容后,请学生回答三个牧童各自找的幸福是什么,当表格中罗列出三个牧童所做的事和所获得的感受后,我让学生把目光注视到三个牧童所做的事情上:“为什么第一位牧童认为医治病人是一件幸福的事呢?”“因为医治病人,能把健康带给病人,所以第一个牧童觉 First, the case: With the text behind the source, pay attention to the point of thought generation. Today, two classes originally planned to complete the tree last year. However, it was decided to go back and decide to reorganize the fragmented ”happiness“ yesterday. After recasting the contents of the previous section, ask the students to answer what is the happiness of the three shepherd boys. When the table lists the activities and feelings of the three shepherd boys, I let the students look at the three What a shepherd boy did: ”Why did the first shepherd boy think that healing the patient was a happy thing?“ ”Because the heal of the patient brings health to the patient, the first shepherd child