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阳春三月,德阳市中江继光实验学校的杨坤老师和我校六年级五班的孩子共读共议共享了《鲜活的吝啬鬼形象》。杨老师凭借巧妙的板块设计,精彩的课堂生成以及风趣幽默的教学机智给与会者留下了深刻的印象。一、板块设计,精巧开放杨老师根据该年段学生的认知规律,将整堂课划分为五个板块:感知、分享、探究、运用,拓展。紧紧围绕“从四大吝啬鬼形象的比较阅读中,探究其强烈的反差”展开。初读文本简单交流后,杨老师抛出了分享环节的细
Spring March, Yangjiang, Deyang Zhongjiang Jiguang Experimental School and our sixth grade fifth grade children shared a total of shared reading “fresh miser image.” Mr. Yang left a deep impression on the participants for his clever plate design, wonderful classroom generation and humorous teaching tactics. First, the plate design, exquisite open Young teacher according to the cognitive law of students in that year, the entire lesson is divided into five sections: perception, sharing, exploration, use, expansion. Closely around “From the comparative reading of the four miser’s image, to explore its strong contrast ”. After the initial reading of the text simple exchange, Young teacher thrown a thin link to share