论文部分内容阅读
一、明确教学“增长点”在课堂教学中,如何明确教学的“增长点”呢?在第十册《白杨》一课的阅读教学中,要求“阅读要有自己的见解,应联系上下文,联系生活实际独立思考”。而在学习第五册《爬天都峰》时就明确指出:“遇到不理解的地方,多读读,多想想,读完全文把前后内容联系起来再想一想”。通过对这两次阅读点的分析比较,我们清楚地知道,“联系上下文多读多想”这一要求是循序渐进地安排的。“联系生活实际独立思考,发表自己的见解”就是在原来基础上的新目标,就是《白杨》一课阅读教学的“增长点”。
First, a clear teaching “growth point ” in the classroom teaching, how to clear the teaching “growth point ”? In the tenth book “poplar” reading teaching, requires “reading have their own opinions , Should contact the context, contact the actual thinking of life ”. And in the study of the fifth volume “climb the sky” when it was clear that: “Encounter do not understand the place, read more, think more, read the full text before and after the content to contact think again ”. Through the analysis and comparison of these two reading points, we clearly know that the requirement of “read more about the context of the connection” is arranged step by step. “The actual life of independent thinking, express their own opinions ” is the new goal on the basis of the original, is the “poplar” reading teaching “growth point ”.