论文部分内容阅读
情境教学的创始人李吉林老师,从生活中选择典型场景,把学生带到春意盎然的田野,引导学生观察灿烂的春花;把学生带到机器轰鸣的工厂,让学生欣赏纺织女工织出的一匹匹漂亮的花布……一篇篇文字优美、意蕴深刻的作文孕育而生。李吉林老师让学生观察生活、体验生活、寻找写作素材的做法值得我们学习。巴甫洛夫的“观察、观察、再观察”是语文教师上作文课时的口头禅。的确,生活是写作的源泉,只有用一双慧眼去观察生活的点点滴滴,作文才有永不枯竭的源泉。但由于诸多原因,教师把学生带出
Li Jilin, the founder of situational teaching, selects typical scenes from his life to bring students to spring fields and guide students to observe splendid spring flowers. Students are taken to the roaring factories to let students appreciate the A beautiful match of cloth ... ... a beautiful text, profound meaning of the essay conceived. Li Jilin teacher let students observe life, experience life, looking for writing material is worth our study. Pavlov’s “observation, observation, re-observation” is a mantra for Chinese teachers in writing lessons. Indeed, life is the source of writing, only with a pair of eyes to observe the life bit by bit, essay will never be depleted source. But for many reasons, teachers bring students out