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小语四册中的《雷雨》一课,生动地描绘了雷雨及其前后的自然景象。文中写到的雷、电、风、雨、太阳彩虹、池水、青蛙等十多种事物和现象,互相依赖和制约,构成了许多个因果联系。教学这一课时,光让学生认识风,雨、雷、电这些个别事物和现像是远远不够的,还应引导学生发现这些事物和现象之间的因果联系,初步形成对于雷雨的整体概念。一位教师是这样进行教学的: 课前,指导学生观察了一次雷雨的全过程,让他们进一步感知事物,获得丰富的表象。课堂教学开始,教师发现学生在读课题时,把“雷雨”理解成雷和雨两种事物,因而把“雷”字读得又长又重,便指出:“雷雨”是一个词,要读得连
Lesson four volumes of “thunderstorm” lesson, vividly depicts the thunderstorm and its natural landscape before and after. Written in the thunder, electricity, wind, rain, sun rainbow, water, frogs and other 10 kinds of things and phenomena, rely on each other and constraints, constitute a number of causal link. When teaching this lesson, it is far from enough for students to understand the individual things and phenomena such as wind, rain, thunder and lightning. Students should also be guided to find out the causal connection between these things and phenomena and initially form the overall concept of thunderstorm . A teacher taught in this way: Before class, the students were instructed to observe the whole process of a thunderstorm, let them further perceive things and get rich appearances. At the beginning of classroom teaching, when teachers found that students were reading “Thunderstorm” as both thunderstorm and rain, when they read the Thunder word long and heavy, they pointed out that Thunderstorm is a word to be read even