同一节课,不同的研讨,不同角度的备教,往往能产生立体式的解读和教学,从而给予学生更为全面的知识。对于人教版二年级下册《画家和牧童》一文,笔者就曾尝试过“三教法”的实践探究,从学生课堂反应来看,效果甚佳。一、常规性教学:以纲靠本,得“言”得“意”《画家和牧童》一课,文词浅显,语句精炼,且内涵丰富,叙述方式多样,是语言文字训练的极好载体。所以,让学生自主学,读中悟,多角度有层次地进行语言文字的实践与运用,应当是教学重点之一。为此,在 The same class, different seminars, teaching from different angles, often can produce three-dimensional interpretation and teaching, so as to give students a more comprehensive knowledge. For the second edition of the PEP, an article entitled “Painter and Shepherd Boy,” I have tried the “three teachings” practice to explore, from the students reaction to the classroom, the effect is very good. First, the conventional teaching: in order to Gangben, get “words ” in “meaning ” “painter and shepherd boy” lesson, the plain words, the sentence is refined, and rich in content, narrative methods are diverse, is the language training Very good carrier. Therefore, allowing students to learn autonomously, read enlightenment, and practice and apply language at different levels and levels should be one of the focuses of teaching. To this end,