案例:在学校开展语数学科“同课异构”主题教研活动中,听了张秀琴老师的一节四年级语文课《触摸春天》,让我感到惊喜。上课后,张老师布置学生开始初读课文感知大意,然后进行精读。她以一个中心问题“安静是一个怎样的女孩?哪些地方体现出来的?”引领学生展开自学,让学生自读课文,找到表现安静善良有爱心的句子认真品读,并要求把体会以词语提纲的形式写在书的空白处。教师把要求说清后,每一个孩子马上开始轻声自读起来。 Case: I was surprised when I listened to the fourth grade Chinese lesson “touching the spring” of Zhang Xiuqin’s teacher-student teaching and research activities in the school of language and mathematics “same lesson heterogeneous ”. After class, Mr. Zhang arranged the students to start reading the text perceived, and then intensive reading. She asks a central question “What kind of girl is quiet? Where does it manifest?” "Lead students to conduct self-study so that students read the text and find a calm, kind and caring sentence carefully read, and asked to understand the words The outline of the form is written in the blank space of the book. After the teacher clarified the request, each child started to read it softly.