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注重文本意蕴的整体感受,强化形象思维与审美情趣的有机衔接,在品读中鉴赏、玩味蔚为大观的日出景象是这三份案例的共性。透过共性,我们还可以清晰地看到这三份案例的个性:第一份案例通过正反两个片段的对比分析,力主“自主”与“主导”的有机结合,师生的和谐共生;第二份案例以一个短小的片段为立足点,详细解剖,深入挖掘,以绘画品文为主线,在品读中作画、在评画中揣摩、在赏画中背诵、在看图中运用,从预案到实录,完整地展示了教学的全过程;第三份案例则从整体入手,采取图文结合的方式,紧扣文中的重点词读课文、赏画面、品词句、悟情感,在观察、感悟的基础上,去大胆地想象和描述,把“话”变成“画”。
Focus on the overall meaning of the text meaning, strengthen the image of thinking and aesthetic taste of the organic convergence in reading, appreciation, pondering the spectacular sunrise scene is the commonality of these three cases. Through commonality, we can also clearly see the individuality of the three cases: the first case through the positive and negative comparative analysis of the two segments, the main “autonomous” and “dominant” organic combination of harmonious coexistence between teachers and students; The second case takes a short piece as the starting point, dissects in detail, excavates deeply, draws the main body of the article, draws the picture in the product reading, tries to figure out in the evaluation of the painting, recites in the appreciation of the painting, uses in the picture, from The third case from the overall start, take the form of graphic and text, closely linked to the focus of the article reading texts, pictures, words and phrases, enlightenment, in the observation, On the basis of sentiment, we should boldly imagine and describe “words” as “paintings.”