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在教学周晓枫的《斑纹》(苏教版必修五第一专题选文)时候,教师习惯性要求学生理解文字内容并揣摩其中含义,却很少关注作者写作的思维活动的目的。经研读《斑纹》,笔者认为,该文章具有独特的立意、新奇的构思,究其原因在于作者采取两种不同的思维视角,完成三次思维跃进。然而这正是尽管文章内容丰富,但是全文自始至终做到形散而神不散的关键原因。为此,本文以《斑纹》作为分析对象,对其独具一格的构思立意进行一番新的研究,旨在活跃学生思维。
When teaching Zhou Xiaofeng’s “Streaks” (the first edition of the compulsory course of the Jiangsu Education Edition), the teachers habitually ask the students to understand the contents of the texts and try to figure out what they mean. However, they pay little attention to the purpose of thinking activities written by the author. After studying “markings”, the author believes that the article has a unique conception, novel ideas, the reason is that the author takes two different perspectives of thinking, to complete three leaps of thinking. However, this is precisely the content of the article is rich, but the whole text to do scattered bulk but not scattered around the key reasons. To this end, this article takes the “markings” as the analysis object, carries on some new studies on its unique conceptual conception, aiming at active student thinking.