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在理清文章思路、筛选信息、概括要点等教学环节后,我把接下来的教学重点放在把握作者与编者的意图上。师:本文是一篇科学小品,试与《辞海》“荔枝”条目进行比较,体会这篇说明文的写作意图与语言特点。生:首先,本文的题目与“说‘荔枝’”相比要好得多。师:好在哪里,能具体说一下吗?生:他引用郭明璋《荔枝》的“南州六月荔枝丹”诗句为题,很有诗意。还有,这句诗句虽只有七个字,但包含了荔枝的生长地域、成熟的时间以及
After sorting out the train of thought of the article, screening the information, summarizing the key points and other teaching links, I put the emphasis on the teaching of the author and the editor in the next teaching. Teacher: This article is a scientific sketches, try and “Cihai” “lychee ” entries for comparison, understand the descriptive writing intention and language features. Students: First of all, the title of this article is much better than saying “litchi”. Teacher: Where is good, can you specifically say it? Health: He quoted Guo Mingzhang “lychee” “Nanzhou June lychee Dan” poem for the title, very poetic. Also, although this verse has only seven characters, but contains the lychee growth area, mature time and