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几年前,为了一堂公开课,我曾三教朱自清的《春》。第一次试教,解题后便依次推出下列提问:a.文章围绕一个“春”字,分几个部分?b.五幅绘春图,分别捕捉了春景的哪一方面的特征?从哪些地方可以看出作者遣词造句的功力?c.结尾部分的兰个比喻的含义是什么?……我目以为对教材的处理比较理想,提问设计从整体出发,由易到难,每一问都扣住教学要求。不料,实际上课的情况,却令人懊丧。课堂气氛不浓,学生答问七零八落,“春”意何在?根据文章的体裁特点,第二次试
A few years ago, I had taught Zhu Ziqing’s “Spring” for an open class. After the first trial, the following questions were successively introduced after solving the questions: a. The article revolved around a “Spring” character and divided it into several parts. b. Five painted spring pictures, which captured the features of the Spring Scene respectively. From what places can I see the author’s ability to write words and sentences? c. What is the meaning of the Lantian metaphor at the end?... I think that the processing of teaching materials is ideal, and the questioning design starts from the whole, from easy to difficult, All questions are tied to teaching requirements. Unexpectedly, in fact, the situation of the class was very bleak. Classroom atmosphere is not strong, students answer questions and answers, what is the meaning of “spring”? According to the genre characteristics of the article, the second test