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先看一个案例:一位教师教学寓言《鹬蚌相争》,学生针对课文提出了“鹬的嘴被蚌夹住了怎么还能讲话”的问题,老师马上捕捉住这一生成点,组织学生讨论:“课文应该怎样修改才合理呢?”学生经过讨论,一致认为应该把“说”改成“想”。老师再发动学生给编写课本的叔叔阿姨写一封信,提出修改建议,说明修改理由。为何会出现这种情况?教学忽视文体所致!当下的语文教学,无论是诗歌、散文还是小说、寓言,无论是说
First look at a case: a teacher teaching allegory “clam clam fight”, the students raised for the text “sandpiper clam clamped how to speak ”, the teacher immediately capture this generation point, Students should be organized to discuss: “How should the text be modified?” After discussion, the students agreed that “” should be changed to “think ”. The teacher then started the student to write a letter to the uncle and aunt who wrote the textbook, put forward suggestions for amendment and explained the reasons for the amendment. Why does this happen? Teaching ignores stylistic causes! The current Chinese teaching, whether poetry, prose or fiction, is either