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我在教《金色的鱼钩》一课时,除了引导学生边读边想,边读边议,边读边练外,还鼓励学生质疑问难,发动学生释疑解难,以求创造最佳教学效果。学生根据课文各段的内容提出了一些问题: 1.课文第一段主要写老班长接受照顾三个病号过草地的任务,为什么要描写老班长的外貌? 2.《草原》一课把草原景色写得那么美,为什么在草地上战士们却受到了饥饿的威胁? 3.三个病号为什么只有小梁发现老班长不吃鱼汤的秘密? 4.课文开头写老班长对人特别亲,但为什么后来对小梁说话又变得严厉起来?
When I was teaching “The Golden Fish Hook”, I had to guide students to read, read and negotiate while reading and practicing. Students were also encouraged to question and answer questions and to mobilize students to solve problems so as to create the best teaching results. Students according to the content of the text raised some questions: 1. The first paragraph of the text mainly write the old monitor to take care of three sick grassland task, why describe the appearance of the old monitor? 2. “Prairie” a lesson to the prairie The scenery is so beautiful, why the soldiers on the grass have been the threat of hunger? 3. Three disease why only the trabecular found that the old squad does not eat fish soup secrets? But why did you talk harshly to your trabeculae again?