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《狼牙山五壮士》记叙的是一个悲壮而真实的故事。根据教材的单元训练项目和课文特点,笔者认为教学重点应紧紧抓住描写五壮士的思想、语言和行动等有关语句,至始至终注重对人物精神品质的分析。加深对课文的理解,领会五壮士的崇高精神。因此,教师紧扣文眼“壮”字去组织教学。这样,不但能突出重点,且能使教学收到牵一字而动全篇的效果。一、课题切入课解“壮士”“一九四一年秋,日军收集大量兵力进犯我狼牙山区……”教师先介绍故事发生的时代背景引出课题。问:“课题中为什么用”壮士”。“壮”字为什么不换成“战”,“烈”或“勇”字呢?什么样的人称作“壮士”呢?(学生查字典。壮士:豪壮而勇敢的人。)课题中哪个字最能体现这种人的什么精神?(“壮”字体现勇敢不怕死的精神)。五壮士是哪五位?为什么成了“壮士”?这样,一连串有关“壮”字的设疑造成的悬念迭起,直奔课文主旨。
“Langya five warriors” is a tragic record of the real story. According to the unit training items and text features of the textbooks, the author believes that teaching emphasis should firmly grasp the description of the five warriors such as thinking, language and action and other statements, focusing on the analysis of the spirit of character. Deepen the understanding of the text, understand the lofty spirit of the five warriors. Therefore, teachers closely linked to the text “Zhuang” to organize teaching. In this way, not only can we highlight the key points, but also enable the teaching to receive the full effect of the word. First, the subject cut lesson “Warrior” “Autumn 1941, the Japanese army collected a large number of troops to attack I Langya Mountain ... ...” The teacher first introduced the background of the story leads to the topic. Q: Why did “Zhuang Shi” be used in the project? Why did Zhuang not be replaced by “war”, “Lie” or “Yong”? What kind of people are called “Zhuang Shi”? : Heroic and brave person.) Which of the five words of the five best of five subjects and the “warrior” are the best words in the subject to reflect such a person's spirit? , A series of suspense caused by the suspicion caused by the suspicion of “Zhuang” one after another went straight to the main thrust of the text.