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从分段读讲谈起我们在本年第9期江苏教育上发表了。“教学文艺性长课文的几个问题”一文,在这篇文章中,我们认为,在阅读分析阶段,不宜千篇一律采用分段读讲的办法,某些情书很紧凑、时间地点比较集中的课文(如“千锤百煉的第—次”等),如果采用分段读讲的方法分析,把若干段分在几个教时中去分析,就容易把课文中紧凑的情节人为地切断了,把课文中人物的形象割裂了。分析不宜分段读讲的课文,我们觉得应该从整篇着手,
From the sub-read talk about our 9th issue of this year's Jiangsu Education published. In this article, we think that it is not appropriate to adopt the method of segment reading and speaking in the reading and analysis stage. Some texts with compact love letters and concentrated time and place Such as “tempered the first - times”, etc.), if the method of using sub-paragraph reading analysis, the number of segments in a few teaching time to analyze, it is easy to text in the plot was cut off artificially, The image of the characters in the text split. Analysis should not read the text segment, we think we should start from the whole,