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课堂点拨的内容要基于学情,而教师在课前经过访谈、问卷调查、检查学生预习等途径了解到的学情又是千差万别的,存在着差异性,这就造成了遴选点拨内容的难度。掩卷而思,同一年龄层次、同一个班级的学生、同一篇课文,本着求同存异的原则,还是能够找到一些共性的。一、文本内容层面的点拨:指向能力小学高年级的学生已经具备了预习的能力,在预习的过程中基本上能够正确、流利地朗读课文,掌握生字词,了解课文的内容,所以在“学讲方式”课堂上针对文本内容层
The content of class teaching should be based on the situation of the students. However, the learning conditions learned by the teachers before the class through interviews, questionnaires and examination of students’ preparation are quite different and there are differences. This makes it more difficult to select and assign the content. Cover up and think, the same age level, the same class of students, the same text, in the principle of seeking common ground while reserving differences, or able to find some commonalities. First, the text content of the level of point: point to the ability of primary school senior grade students already have the ability to preview, in the process of preview basically be able to read the text correctly and fluently, master the vocabulary, understand the content of the text, so in the “Learning style” classroom for text content layer