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最近笔者在苏教版五年级上册《莫高窟》一文三位老师的同课异构中发现,同样的言语实践点,由于对儿童的言语思维规律的认识不同,采用的语用训练方式存在差异,言语实践的目标达成度就大相径庭。一、给思维一个方向,进行积累性表达片段一第2自然段“彩塑”以下是一位老师的课堂设计。师:这段文字采用了什么样的结构?生:总分总结构,作者先总写彩塑的特点是个性鲜明、神态各异,再分写菩萨、天王、力士、卧佛的个
Recently, the author found in the same course heterogeneity of the third teacher’s book “Mogao Grottoes” in the fifth grade of the Sujiao Version. Because of the different understanding of children’s law of verbal thinking, the same practice of verbal practice exists Differences, the goal of practice language practice is very different. First, to think in one direction, the cumulative expression of a fragment of the second paragraph “color plastic ” The following is a teacher’s classroom design. Teacher: What kind of structure is adopted in this passage? Student: The overall structure of the total score. The author first writes colorfully and vividly and distinctively, with different demeanor, and then writes the records of Buddha, Uranus, Hercules and Reclining Buddha