拨叶见山。有些课文的题目语义含蓄深刻,学生往往是一叶障目不见泰山,只理解了表层意思就以为懂了。如果教师能出乎意料地拨开障碍学生思维的叶,就能使学生看见体现课文深层含义的泰山。如教师问:“课文题目是《窦娥冤》,那么窦娥冤在哪里呢?”不少学生轻轻一笑:“还不是冤在被杀?”教师:“窦娥有四大冤,她含冤被杀只是其中的一个,大家读课文,看谁能把另外三个也找出来。”教师的点拨出乎学生的意料,去掉障目之叶后,学生思考的视野开阔了。最后概括出四大冤:一冤被父亲当作抵债之物到蔡家当了童养媳;二冤由蔡婆作 Ye Jianshan. The topic semantics of some texts are profound and implicit. Students are often blind to the Taishan Mountains. They understand the meaning of the surface only when they understand the meaning of the surface. If the teacher can unexpectedly open the leaves of the obstacle students thinking, you can make students see the Mount Tai that reflects the deep meaning of the text. If the teacher asks: “The subject of the text is “Dou’e”, where is Dou E?” Many students smiled lightly: “Isn’t I still being killed?” Teacher: “Dou Yong has four big names, she The killing of the jealousy is just one of them. Everyone reads the text to see who can find the other three.” The teacher’s assignment was beyond the expectation of the students. After removing the blind leaves, the students’ vision of thinking was broadened. At the end of the day, we summarized four major factors: One was used as a debt-relief item by the father and Cai Yang was a child-supporting father; two were made by Cai Po.