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常看电影和戏剧的人,每接触到一个剧目,通过题目文词的判断,会对戏剧的主要内容猜个大概。演出后,从前场的情节发展便会预测到下一场或下几场情节应当怎样展开,从前测后,直到戏终。阅读教学更应这样,应该从推审题目、预测展开培养学生能力。这项能力具体一点说,就是每读一篇文章,看到文题,便能猜透八九分内容主要写的是啥,属于何种文体或题材范围;读完已知段落,根据已知内容和作者笔锋所向,一步步预测出未知的主要内容。只有这样,才能最大限度地调动学生学习积极性,激发求知欲
Everyone who watches movies and dramas often comes across a repertoire. Judging by the topic words and phrases, he will guess the main contents of the drama. After the performance, the plots from the front court will predict how the next or next few episodes should unfold, from the previous test to the end of the show. Reading teaching should be more like this, should be from the prejudiced topic, predict to develop student ability. Specifically speaking, this ability means that every time an article is read, if we read a topic, we can guess what kind of style or theme it is mainly written in. The finished paragraph has been read according to the known Content and the author written to the front, a step by step to predict the main unknown. Only in this way can we maximize the enthusiasm of students to motivate and stimulate intellectual curiosity