在课堂教学中,对学生难以应答的问题,以有效的方法予以启发诱导固然必要,但注意教给学生变通思维的方法“授之以渔”,使学生形成自我调控,化难为易的变通能力才能从根本上提高其阅读能力。 一、条件否定式。如果问题直接难以回答,则告诉学生可否定其中某一条件,另辟蹊径,以思考求解。如:“鬼子问识字课本哪来的,雨来为什么说是捡来的?”(《小英雄雨来》)如果直接难以回答,就告诉学生可这样思考:雨来不这样回答行吗?为什么?这样答案就很清楚:不这样回答,则还有两种回答方法。一是说不知道,而这样,敌人必然知道雨来说谎;一是直接说出书的来历,这就会暴露目标。而说“捡 In class teaching, it is necessary to inspire and induce students to deal with the problems that students find it hard to answer. However, attention should be paid to teaching students how to work in a flexible way, so that students can form self-regulating and adaptable skills. In order to fundamentally improve their reading ability. First, the condition is negative. If the problem is difficult to answer directly, then tell students to deny one of the conditions, another way to think about solving. Such as: “The devil literacy textbooks come, why the rain is picked up?” (“Little Hero Rain”) If you can not directly answer, tell students to think so: rain do not answer this line? Why The answer is clear: if you do not answer that question, there are two ways to answer it. First, do not know, but in this way, the enemy must know the rain to lie; one is to say directly the origin of the book, which will expose the target. And say "pick up