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在阅读教学中,根据学生的知识水平和认识规律精心设问,讲究坡度,注意梯度,这对于学生由浅入深地理解课文内存,体会感情是颇为重要的。在课堂教学中如何体现提问的坡度呢? 一、由具体到抽象。由具体形象思维向抽象逻辑思维过渡。是小学生思维发展的一个显著特点,因此,设问要体现由具体到抽象的坡度。这就要引导学生在对事物形象充分感受的基础上进行提炼归纳,抽象概括。如:对《幸福是什么》的阅读,为使学生理解幸福的含义,我这样引导:(一)在智慧的女儿引导下,十年中三个牧童分别干了什么?为什么他们感到是幸福的?(二)如果让你去实践,要获得幸福你准备干什么?(三)由三个牧童和你的实践想
In reading teaching, according to the level of knowledge and understanding of students carefully asked questions, pay attention to the gradient, pay attention to the gradient, which for students to understand the text memory, experience feelings is quite important. How to reflect the gradient of questioning in classroom teaching? First, from concrete to abstract. From the concrete image to the abstract logic of logical thinking transition. Is a significant feature of the development of thinking of primary school students, therefore, set to ask to reflect the gradient from the specific to the abstract. It is necessary to guide students in the full perception of the things on the basis of refined induction, abstract summary. Such as: “What is happiness” reading, in order to enable students to understand the meaning of happiness, I guide the way: (a) under the guidance of the wise daughter, the three shepherd boy 10 years were done? Why they feel happy (B) If you let you go to practice, you want to get happiness What are you going to do? (C) by the three shepherd boy and your practice