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最近听一位老师教《石灰吟》《墨梅》两首古诗,整个教学过程都比较清楚,朗读正音、理解字词、感悟诗情,但课堂气氛始终比较沉闷,学生似乎对所学内容并不感兴趣。反思这其中的原因,我发现问题出在教师制定的“教学目标”上。不知从什么时候起,我们教学古诗词形成了一种固定的套路:读准字音、读出节奏、理解字义、体会诗情,这样一步步教下来,似乎都差不到哪里去。但凡遇上诗词,大体都可以这么对付过去。然而,这样忽视文本解读、忽视年段特征、教学目标定位不准的教学活动,其有效性实在微乎其微。
Recently, I listened to a teacher who taught two ancient poems, “Lime Yin” and “Mei Mei.” The entire teaching process is relatively clear. Reading aloud, understanding words, sentiment, but the classroom atmosphere is always boring, not interested. Reflect on the reasons for this, I found that the problem lies in the teacher to develop “teaching goals ”. I do not know since when we taught ancient poetry to form a fixed routine: reading quasi-phonetic transcriptions, reading rhythms, understanding word meanings, and understanding poetic feelings, it seems that they are not far behind. Whenever encounter poetry, generally can be so against the past. However, such neglect of text interpretation, ignoring the characteristics of the period, and teaching objectives are not allowed to locate the teaching activities, the effectiveness of which is negligible.