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1.课题质疑导入,调动求知欲。学习贵有疑,课题是文章的眼睛,针对课题的特点质疑引导,可以迅速调动学生求知欲。如教学《童年的发现》一课,教师可抓住课题引导学生质疑:“同学们,你们的眼睛是最亮的,想问题也是最有新意的,读了课题,说说你最想知道什么?”“想知道发现了什么,怎样发现的,是谁发现的,为什么是童年的发现?”如此等等,教师的指导语看似简单,却能让学生产生
Question Question Import, mobilize curiosity. Learning expensive, subject is the eyes of the article, questioned the characteristics of the topic guide, you can quickly mobilize students curiosity. Such as teaching “the discovery of childhood,” a lesson, teachers can grasp the subject to guide students to question: “classmates, your eyes are the brightest, think the problem is the most innovative, read a topic, talk about what you most want to know What? ”“ Want to know what was found, what is found, who discovered it, and why it was a childhood discovery? ”And so on, the instructor’s guidance seems simple,