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一、针对性1.教师要围绕各学段具体要求,紧扣单元目标及文本性质反复推敲,把知识点以提问的形式体现出来,设计主干问题作为对话线索,有的放矢。2.符合学生学情。如教《半截蜡烛》,考虑到六年级学生已有的阅读经验和年龄特点,可以从学生最感兴趣的地方设计问题:“文中哪些地方让你感到心‘怦怦’直跳?作者是怎样写出这种紧张气氛的?”由此处发问,学生就会愉快地理解文本主要内容和写作特色。二、启发性如教《将相和》中“完璧归赵”这部分内容时,与其问
First, pertinence 1. Teachers should focus on the specific requirements of each section, closely linked to the unit objectives and textual nature of the repeated scrutiny, the knowledge point to reflect the form of questions, the design of trunk issues as a dialogue thread, targeted. 2 in line with student learning. For example, to teach a “half-candle,” consider the sixth-grade reading experience and age characteristics that students may be most interested in: “Where do you feel in the text?” How to write such a tension? “Ask questions from here, students will happily understand the text of the main content and writing characteristics. Second, the enlightenment as teaching ”will and“ in the ”complete“ Zhao ”part of the content, rather than ask