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笔者认为,进行散文教学,学习主体也应有相应情感的蓄积和融入,做到文章情、教师情、学生情和谐统一,方能较快地进入散文的美妙意境,达到事半功倍之效。 具体可以从以下几方面入手: 一、设置情境以利情感的唤起。情境是一种具体可感的情形或景象,设置与课文有关的情境,可加速情感的激发,使学生较快地站在与作者切近的起跑线上。 以生活模拟情境。如巴金的《灯》,开篇时笔者举出学生所记亲身体验:暑假“流浪”,不觉步入山区,一番艰苦自不必说,踽踽独行,单是孤寂恐慌之感便够人承受,
The author believes that in carrying out prose teaching, the subject of study should also have the accumulation and integration of corresponding emotions, so that the situation of the article, the situation of the teacher, and the condition of the students can be united in a harmonious manner, so that they can quickly enter the wonderful artistic conception of the prose and achieve a multiplier effect. Specific can start from the following aspects: First, set the situation to arouse the emotional evoke. Situation is a specific and sensible situation or scene. Setting contexts related to the text can speed up the emotional stimuli and enable students to stand on the starting line closer to the author. Take life to simulate situations. Such as Ba Jin’s “Lamp”, the author quoted the students to personally experience the first record: summer vacation, “wandering”, feel stepping into the mountains, some hard and needless to say, walk alone, alone feeling of loneliness and panic is enough to bear ,