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按照通常的设想,教学生缩写课文,先应详细讲讲什么叫缩写,缩写的作用、基本要求和一般方法。然而,陈爱莲老师一反“常规”,不去先啃术语、定义,而是先向学生提出一个“挑战性的难题”(布鲁纳语):要求用三分钟把《火烧赤壁》的故事讲出来(此文约1000字,按一般速度朗诵,需五分钟)。学生立刻被吸引住了。他们产生了疑问:三分钟能讲完吗?老师作了肯定的回答:只要能抓住最主要的内容,就能在三分钟内讲完。学生又问:哪些内容是主要的?于是,老师出示“四要”
In accordance with the usual assumption, teaching students to abbreviate the text, should first talk in detail what is the abbreviation, the role of abbreviations, the basic requirements and general methods. However, instead of learning the terminology and definition first, Teacher Chen Ailian first proposed a “challenging puzzles” (Bruner) to students: They demanded that the story of “Red Cliff Fire” should be taught in three minutes (This article about 1000 words, according to the general speed reading, take five minutes). Students were immediately attracted. They have questions: Can you finish the lesson in three minutes? The teacher replied positively: as long as you can catch the main content, you can finish it in three minutes. Students also ask: What is the main? So, the teacher to produce “four to”