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小学语文教材中有不少的历史故事类课文。对于这一类课文的教学,我们需要在结合语文学科特点的基础上,合理地突出文体特征,通过在有步骤、有引领的品读中,增强学生对历史人物的认识,感受历史事件的深刻意义,探求其中的细节和底蕴,促进学生对此类文体学习能力的全面提升。一、一以贯通——读出线索在初读历史故事类课文时,要着重引导学生理清故事的脉络,事件发生的前因和后果等,让学生在初次品读中边读边思考,迅速进入角色。同时,理清线索也有助于学生在脑海中形成整体印象,为后继细节的推敲奠定良好的基础。如,在教学苏教版《司马迁发愤写〈史记〉》一课时,我以一组问题为指引,帮助学生提炼课文内容线索:(1)司马迁为什
Primary Chinese teaching materials in many historical story texts. For this type of text teaching, we need to combine the characteristics of the language subject, based on the reasonable stylistic features, through the step-by-step, guided reading, to enhance students’ understanding of historical figures, feel the profound significance of historical events , Explore the details and details of which to promote students’ comprehensive ability to enhance their learning ability. First, a through - read clues in the first reading of historical story text, we should focus on guiding students to sort out the context of the story, the antecedents and consequences of the incident, so that students read in the first reading of thinking, rapid Into the role. At the same time, clarifying the clues also helps students to form an overall impression in their minds, laying a good foundation for subsequent details. For example, in teaching a teaching version of “Sima Qian Fa Shi Shi Ji,” a class, I use a set of questions as a guideline to help students extract text content clues: (1) Sima Qian