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“小朋友们,请大家再把这首儿歌读一下,不明白的地方可以提出来。”我和孩子们正在学习《识字3》。朗朗的读书声渐渐停了下来,紧接着一只只小手举了起来。“老师,‘祖国好河山’是什么意思?”此处是这首儿歌中的难点,我料想学生会有疑问,于是按照设计好的思路进行了教学,很是顺利,心里有一种“把握住了重难点”的得意的窃喜。正欲过渡到下一环节的教学,邱晨灵不待举手就提出了质疑:“谈老师,为什么用青蜡笔画石头?”
“Children, please read this first song again, and do not understand where you can put it.” My son and I are learning “Literacy 3”. Lang Lang's reading stopped gradually, followed by a small hand raised up. “Teacher, what is the meaning of” good motherland and rivers and mountains? “This is the difficult point in this first child's song. I think the students will have questions. So teaching according to the designed ideas is very smooth and there is a kind of” grasping Heavy difficulty “proud of the euphemism. Just want to make the transition to the next part of the teaching, Qiu Chen Ling raised his hand without question raised: ”Talk about the teacher, why use crayon drawing stone?"