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如果我们把学生获取知识、发展能力的过程比喻为学生到知识的宫殿去发掘知识宝藏的过程,那么古代汉语四步教学法的意义就在于:“设疑”激发了学生敲开知识宫殿大门的兴趣;“讨论”引导学生踏上了通往知识宫殿的征途;“点拨”使学生获得了开启知识宫殿大门的金钥匙;“实践”就能让学生进入知识的宫殿去获取无尽的宝藏。
If we compare students’ process of acquiring and developing abilities with students to the palace of knowledge to explore the process of knowledge treasures, the significance of the four-step pedagogy of ancient Chinese lies in: “Discrimination” inspires students to knock on the palace of knowledge The door of interest; “discussion ” to guide students to embark on the journey to the palace of knowledge; “dialing ” to enable students to get the golden key to open the door of the palace of knowledge; “practice ” will allow students to enter the knowledge Palace to get endless treasure.