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语文教学最重要的一个要求就是感情朗读课文。老师们也都很重视感情朗读的指导,可在平时的听课中经常见到这样的场景:指名学生读完课文,让学生评议读得怎么样,好多学生会说,××读得好,因为他读得有感情,老师也会赞许地点头。这看似答到了点子上的评议,其实太笼统,没有触及问题的实质。“有什么感情?怎样算有感情?”在学生头脑中还是模糊的。每篇课文的内容不同,表达的感情也不同,都能用“读得有感情”这几个字概括。当学生走进了这样的误区,作为教师的我们不能停留于此,必须引导学生把感情的理解具体化。
One of the most important requirements of Chinese teaching is to read the text with emotion. Teachers also attach great importance to the reading guidance of emotions, and can often see this scene in usual lectures: named students read the text, so that student reviews how to read, a lot of students will say, × × read well because he Read feelings, the teacher will nod approval. This seems to answer the comments on the idea, in fact, too general, did not touch on the substance of the problem. “What feelings? How to count feelings? ” In the minds of students or vague. The content of each text is different, the expression of feelings are different, can use “read affection ” summed up the words. When students go into such a misunderstanding, we can not stay here as teachers, we must guide students to understand the feelings of the specific.