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在古典诗歌鉴赏教学活动中,大多教师都采用“读——疏——品——读”的教学模式,即诵读作品,疏通诗词中难懂的字词句,品读作品的内涵,再回归到读这一层面的教学流程。但是,最后呈现的教学效果却令人大失所望。这是为什么呢?笔者认为,其中的一个关键点在于教师对“问题”的设计、把握和引导不恰当。那么,在古典诗歌教学中应该如何“问”呢?一、提纲契领式的“问”一节课只有45分钟,而教师又要在这短短的时间内引
In the classical poetry appreciation teaching activities, most teachers use the teaching model of “read-discharge-goods-reading”, that is, reading works, clearing difficult words and phrases in poetry, reading the meaning of works, and then Return to this level of teaching process. However, the final presentation of teaching results was disappointing. This is why? The author believes that one of the key points is that the teacher’s design, understanding, and guidance of the “problem” are inappropriate. Then, what should be asked in the teaching of classical poetry? First, the outline of the “questioning” class is only 45 minutes, and the teacher must lead in this short time.