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学生的认知水平与教材中文本的层次存在差异。教师要善于从学生认知起点出发,发现教材文本的文眼,将其视为瓶颈,作为学生认知能力提升的转折点,在深度思索中逐步融向文本,敏化学生的语文意识。
There is a difference between students’ cognitive level and the level of the text in the textbook. Teachers should be good at starting from the cognitive point of their students and find out the text of the textbook as a bottleneck. As a turning point in the improvement of students ’cognitive ability, teachers gradually melt into the texts in depth thinking and sensitize students’ language awareness.