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传统的古诗词教学总是先朗读再解释最后背诵。有没有不一样的古诗词教学呢?笔者最近观摩了北京昌平区教师进修学校陈丽老师《西江月·夜行黄沙道中》(人教版六年级上册第六组)的教学后,感触颇深。陈丽老师在四个方面对古诗词教学给予了关注。现结合其教学片段加以阐述。一、关注“读”——不读技巧,读出感受片段一师:首先映入眼帘的是“明月别枝惊鹊”。这是什么意思呀?生:惊动了喜鹊。师:什么惊动了喜鹊?生:明月惊动了喜鹊飞离树枝。师:噢,明月惊动了喜鹊飞离树枝。明月怎
Traditional ancient poetry teaching is always the first to read and then explain the last recite. Is there any difference between the ancient poetry teaching? I recently watched the Beijing Changping District teacher training school teacher Chen Li “Xijiang month night Huangsha Road” (PEP sixth grade sixth group) teaching, deep feelings . Teacher Chen Li paid attention to the teaching of ancient poetry in four aspects. Now combined with its teaching clips to elaborate. First, the concern “Reading ” - do not read the skills, read the feelings of a fragment of the division: the first thing that catches your eye is the What does this mean? Health: alerted the magpies. Teacher: What surprised the magpies? Students: The moon surprised the magpie flying off the branches. Teacher: Oh, the moon surprised the magpie fly off the branches. How the moon