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阅读教学的课堂如果出现疑问,教师就要借此疑问,经师生、生生之间的有效对话后,进一步激活思维,调动兴趣,令学生情绪高涨。这样的课堂就会成为学生主动探究的新天地。要想让学生探究文本,疑问点的发掘很关键。特级老师余映潮曾说过:“有质量的课堂问题,是深层次课堂活动的引爆点、牵引机和粘合剂。”这样的疑问点一定能显现出疑问的力量,教师依托文本精心设计,及时梳理、筛选学生现场生成的疑问。
If there is any doubt in classrooms for reading teaching, teachers should take this question and further activate their thinking and arouse their interest after the effective dialogue between teachers and students and between students and students so as to make students sentiment high. Such a classroom will become a new world for students to explore. In order to allow students to explore the text, doubt the discovery of the key point. Yu Yingchao, a super teacher, once said: “Quality classroom problems are the tipping point for deep-seated classroom activities, traction machines and adhesives.” Such doubts will certainly reveal the power of doubt. Teachers rely on textual elaborate design , Timely combing, screening students generated on-site doubt.