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不同的文体,文本的言语方式、起承转合、立意蕴含等方面都会表现出不同的特点,文体由此成为阅读教学不可忽视的研究对象。阅读教学要与文本对话,就必须关注文本的文体特征,凸显文体的语文意义。下面以苏教版二年级上册《小动物过冬》为例谈谈笔者的粗浅认识。一《小动物过冬》是一篇知识童话,言语方式是对话,这是很有意思的语文形式。一个完整的对话一般包含这几个方面的因素:提示语、内容、说话时隐含着的背景情况。这些都可以成为我们阅读教学的选择内容。《小动物过冬》一共有5处对话,其中由燕子发出的有3处,青蛙和小蜜蜂各1处,并且都是
Different styles, different forms of speech, the combination of origin and destination, the implication of conception and so on will all show different characteristics. Therefore, the style of writing has become the research object that can not be neglected in reading teaching. To read the teaching and text dialogue, we must pay attention to the stylistic features of the text, highlighting the language meaning of style. The following version of the second edition of the Soviet version of “small animal winter” as an example to talk about the author’s superficial understanding. A “small animal winter” is a knowledge fairy tale, speech is a dialogue, this is a very interesting form of language. A complete conversation generally includes these aspects: cues, content, the context of the conversation implied. These can be our choice of reading teaching. There are 5 conversations during the “winter of small animals”, including 3 swallows, 1 frog and bee, and all are