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【案例】人教版五年级上册选学课文《黄果树听瀑》教学片段:师:有关“听瀑”的句子通过大家的共同努力已经按照顺序找出来了。但是简简单单的瀑布声,作者为什么能把它们写得如此生动?(生沉默)师:同样表示声音响亮,作者用了“渐近渐响”“人喧马啸”“响遏行云”“如雷轰鸣”“訇然作响”等不同的词语,可见作者的用词是多么——生:丰富。师:同学们说得真好,一下子就发现了作者的第一个写作手法——用词丰富。(板书:用词丰富)那么谁发现了作者的第二个写
[Case] PEP fifth grade on the elective text “Huangguoshu listen waterfall” Teaching fragment: Teacher: “Listen to waterfall” sentence by everyone’s efforts have been in accordance with the order to find out. However, the simple waterfall sound, why can the author write them so vivid? (Silent) Teacher: also said that the sound loud, the author used the “asymptotic gradually ” “people roar ” Crashed cloud line “” Thundering “” sounded "and other different words, we can see the author’s wording is how - Health: rich. Teacher: The students said so well that they suddenly found the author’s first writing technique - rich in words. (Blackboard: rich words) Then who found the author’s second write