在教学中常有这种情况:同样的教材,不同的教师教,会给学生留下不同的印象。有的老师使学生觉得如乘轻舟,一路顺风;有的老师使学生感到如入深山,举足艰难。原因何在?关键在于教学方法。善教者,得法,省时省力,“事半功倍”;不善教者,不得法,费时费力,“事倍功半”。有些学生往往把“染”中的“九”写成“丸”,多写一点。如何教好这个染字呢?有这样三位老师,他们的教法确实是称得上独具匠心,耐人寻味。有一位老师教“染”字时,把“染”拆成三部分:水(氵)、木、九。“为什么‘染’字里面有‘水’呢?因为染色要用水;为什么‘染’字里面有‘木’呢?因为染料是植物;为什么‘染’字里面还有一个‘九’呢?因为在古代‘九’表示数量很多,这 In teaching this often happens: the same teaching materials, different teachers, will give students a different impression. Some teachers make students feel like riding a boat, all the way down the wind; some teachers make students feel like a mountain, full of difficulties. What is the reason? The key is teaching methods. Good teachers, get the law, save time and effort, “do more with less; poor teachers, not law, time-consuming and laborious,” less effective. “ Some students often write ”Nine“ in ”Dyeing“ as ”Pills“ and write more. How to teach this dyed word? There are such three teachers, their teaching is indeed regarded as originality, thought-provoking. When a teacher teaches ”dye“, the ”dye“ is split into three parts: water (氵), wood, and nine. ”Why there is 'water' in the word 'dye'? Because it is necessary to dye water; why is there 'wood' in the word 'dye'? Because the dye is a plant; why is there a 'nine' in the word 'dye?' In the ancient 'nine' that a large number, this