论文部分内容阅读
在语文课堂中,教师积极组织学生智慧地思维,不仅能帮助师生高效地完成教学目标,更能培养学生优秀的思维品质。但我们也看到,在教学第一线的老师常常会不自觉地将假性思维带人课堂。那么,语文课堂智慧思维是怎样的呢?教师设计的问题有清晰的思路,符合学生的思维发展规律。学生在问题的引导下,思维在层层深入。如有位教师在上鲁迅的《雪》一文时初步设计了如下问题:一、听读课文,作者写了哪两
In the Chinese language classroom, teachers actively organize students to think intelligently, not only to help teachers and students complete their teaching goals efficiently, but also to cultivate students’ outstanding thinking qualities. However, we also see that teachers at the frontline of teaching often unconsciously bring false thinking into the classroom. So, what is the wisdom of the Chinese classroom? The problem of teacher design has clear ideas and is consistent with the students’ thinking development rules. Under the guidance of the problem, students have deeper levels of thinking. If a teacher first designed the following questions when he wrote Lu Xun’s “Snow” article: 1. When listening to the text, which two authors wrote