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案例背景:《普通高中语文课程标准(实验)》第三部分“实施建议”中“阅读与鉴赏”指出:“阅读教学是学生、教师、教科书编者、文本之间的多重对话,是思想碰撞和心灵交流的动态过程。那么,教师在阅读教学过程中怎样扮演好”促进者“这一角色呢?现结合本人所听的郑愁予的《错误》课堂教学视频进行稍作分析。案例描述:一、导入新课。教师以饱满的感情吟咏李清照《一剪梅》一词:”红藕香残玉簟秋,轻解罗裳,独上兰舟。云中谁寄锦书来?雁字回时,月满西楼。花自飘零水自流,一种相思,两处闲愁。此情无计可消除,才下眉头却上心头。“
Case Background: The reading and appreciation of the General High School Language Curriculum Criteria (Experiment), Part 3, Implementation Suggestions, points out that reading teaching is a multi-dialogue among students, teachers, textbook editors and texts , Is the dynamic process of thought collision and spiritual exchange.Then, how does the teacher play a role of facilitator in the process of reading teaching? Now, according to the ”wrong“ class teaching video I heard from Zheng Choyu, Analysis. Case Description: First, the introduction of a new lesson. Teachers with full feelings chant Li Qingzhao ”a cut plum“ word: ”red lotus fragrant residual jade 簟 autumn, light solution Luo Sang, alone on the blue boat. Who sent the brochures in the cloud? Goose words back, the full West Building. Floating since the flow of water, a kind of Acacia, two idle worry. This situation can not be eliminated, only under my brow but my heart. "