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小学语文教材中,有不少说理的文章。对于文中所蕴含的道理,一般来说并不提倡教师在学生读完课文之后就告诉他们。从科学的角度来看,真正有效的课文之理获得的过程,应当是学生在认真思考的基础上且读且析的过程。现以苏教版六年级下册《山谷中的谜底》一文的教学为例,谈谈笔者的思考。一、山谷中的谜是什么样的谜?这是一篇十分有趣的课文,课文的标题就能够吸引学生。有了这样的一种驱动力,学生会迅速地阅读课文,并且会在阅读的过程中发现问题,寻找到问题的答案。当读完课文时,学生就已经初步掌握了本文的道理,“弯曲不是屈服
Primary language teaching materials, there are many rational articles. For the reasoning contained in the text, it is generally not advisable for teachers to tell students after they have finished reading the text. From a scientific point of view, the process of obtaining a truly effective lesson should be a process of reading and analyzing students’ thinking on the basis of careful thinking. Now to the Sujiao version of the sixth grade book ”answer the mystery of the valley“ as an example of teaching, to talk about the author’s thinking. First, the mystery of the valley is what kind of riddle? This is a very interesting text, the title of the text will be able to attract students. With such a driving force, students read the text quickly and found problems in the process of reading and finding the answers to the questions. When you finish reading the text, the students have already mastered the truth of this article, ”bending is not yielding