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如何设计适当的语用点?我们试以同课异构阅读教学为例谈谈自己的思考。一、语用点的设计应基于学情在教学人教版三年级下册《荷花》中荷花的姿态美时,两位教师采用“通过对重点词的理解,感受荷花的美丽”的阅读策略,抓住“冒”字运用不同方式进行教学。【片段一】画图朗读体会“冒”字的美师:“冒”的意思是什么?生:向外透或往上升。师:谁能读出“冒”的感觉?(生读)
How to design a suitable pragmatic point? We try to take the same class heterogeneous reading teaching as an example to talk about their own thinking. First, the design of pragmatic point should be based on the situation in the teaching of PEP teaching third grade “lotus” in the beauty of lotus posture, the two teachers use “through the understanding of key words, feel the beauty of lotus ” Reading strategies, seize “take ” word use different ways of teaching. [Fragment one] drawing read experience “take ” the word teacher: “take ” What is the meaning? Health: outward or upward. Teacher: Who can read “Fear”?