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一、舍出时间,让学生读出来古人云:“书读百遍,其义自见。”朗读之于语文课堂是重要的,大部分教师都懂得,然而却不舍得花时间去落实它。曾经在校外听了两节展示课。一节教学马南邨的作品《不求甚解》,一节教学丰子恺的作品《竹影》。两节课都下了不少功夫去发掘文本的深意,课堂上教师循循善诱依托几个深层次的问题带领学生解读文本,把握课文的主旨,课堂线条很清楚明晰。然而,两堂课上除了分析还是分析,教师在备课的基础上钻进文本里一个接一个地提问,学生游离在课文和问题之间稀稀疏疏地作答,单一的问答让课堂陷入了沉闷。
First, give up the time for students to read out The ancients said: “read a hundred times, its meaning from the see. ” Read aloud to the Chinese class is important, most teachers know, but not willing to take the time to implement it. Have heard two show classes outside the school. A section teaching Ma’nancun’s work “Do not Differentiate,” a section teaching Feng Zikai’s work “Bamboo Shadow.” Both classes have devoted a great deal of effort to discovering the meaning of the text. In the classroom, teachers follow the example of several good in-depth questions to lead students to interpret the text and grasp the essence of the text. The lines in the classroom are clear and clear. However, in addition to analyzing and analyzing the two classes, the teachers asked questions one by one on the basis of the lesson preparation, and the students were free to answer sparsely between the text and the question. The single question and answer made the lesson into a dull situation.