论文部分内容阅读
一位一年级教师在讲读《天天做早操》时，首先出示「日」、「十」两张卡片，巩固旧知识。然后，又巧妙地运用了童话语言，他说：同学们来到操场上，伸开两臂，头顶上的日头说：「同学们起得早」。同学们想想这是个什么字？学生答：「早」。同学们伸开两臂，即为「十」，人头上顶着的日头，即「日」，两者合并，即为「早」。这里，教师运用童话语言巩固了「早」字。
When a first-grade teacher is talking about “doing morning exercises daily,” he first presents two cards of “day” and “ten” to consolidate the old knowledge. Then, using the fairy tale language skillfully, he said: When the students came to the playground and extended their arms, the sun on top said: “The students got up early.” Students think this is what is the word? Student A: “Early.” The students extended their arms, that is, the “ten” sun shines on the human head, that is, the “day.” Here, teachers use the fairy tale language to consolidate the word “early.”