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S 版语文教材从六年级起在每篇课文前都设计了一段编得非常精当的导语。这些导语,文质兼美,富有情趣,思考性强,旨在激发学生的阅读兴趣,指点学习的重点,提示阅读的方法,创设学习的情境。那么,如何指导学生用好导语读懂课文呢?这是值得研讨的新课题。实践中,笔者体会到课文导语的使用,不应千篇一律,而应因文而异,因人而异,采用不同的方法,捕捉最佳的时机,以发挥其最佳功能。在新教材试教实践中,看到有些老师对课文的“导语”用得得
S version of Chinese textbooks from the sixth grade in front of each text have been designed for a very well-edited introductory paragraph. These introductory phrases, both textual and aesthetic, rich taste, strong thinking, designed to stimulate students' reading interest, pointing to the focus of learning, suggesting reading methods, creating learning situations. So, how to guide students to use the lead language to read the text it? This is worth discussing a new topic. In practice, I realized that the use of the text guide should not be monotonous, but should vary from person to person, from person to person, using different methods to capture the best opportunities to play their best. In the new textbook experiment teaching practice, I saw that some teachers used the “guide language” of the text