“点拨”是一种教学手段,也是一种教学艺术,在阅读教学中,何时“点拨”,以什么方法点拨呢?一、困惑时:减缓坡度。由于水平能力的限制,面对教者提问:学生常因惑不解而紧皱眉头,对此,教者的责任不在揭开谜底,交给答案,而在于察颜观色探明原因,并有的放矢地巧指迷津,减缓坡度。如问题难度太大,学生力不从心,可追加问题,巧妙铺垫,帮助接通思路。或者迂回设问让学生回答类似问题,借助原型启发,再触正题;如 “Appropriation” is a teaching method, but also a teaching art, in reading teaching, when the “call”, in what ways to call it? First, the time of confusion: to reduce the slope. Due to the limitations of the level of ability to face the teacher asked questions: students often frown puzzled puzzled, this is not the responsibility of the teachings to reveal the answer to the answer, but rather to find out the reasons for Chayan color and Somewhat cleverness, slow down the slope. If the problem is too difficult, students are powerless, additional problems, clever bedding, help connect ideas. Or detour asked students to answer similar questions, with the help of prototype inspired, touch the topic again;