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一、生活展现情境教师把学生带入社会,带入大自然,从生活中选取某一典型场景,作为学生观察的客体,并以教师语言的描绘,鲜明地展现在学生眼前。如指导学生写《花草树木的变化》作文时,先带领学生在校园四周走一遍,边走边仔细观察花草树木的特点、形状、颜色、变化等与夏天有什么不同。二、图文再现情境课文插图、特意创造的挂图、课件,都引以用来再现课文情境,如教学《桂林山水》一课,学生未去过桂林,桂林山水怎样美,脑子里没有鲜明的印象。教师在进行这一课教学时,组织学生观看电视纪录片《桂林山水》,学生边
First, the show of life Situational teachers bring students into the community, into the nature, choose a typical scene from life, as the object of student observation, and the teacher’s language portrayal, clearly demonstrated in front of students. If the students are instructed to write the essay “The Change of Flowers and Trees”, they should take the students to walk around the campus first and carefully observe the characteristics of flowers and trees while walking. What is the difference between the summer shape and the color and the changes? Second, the graphic reproduction of text illustrations, specially created flipcharts, courseware, are used to reproduce the text situations, such as teaching “Guilin Landscape” a lesson, students have not been to Guilin, Guilin, how beautiful, there is no clear mind impression. Teachers in this lesson teaching, organize students to watch TV documentary “Guilin Landscape”, the students