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一、提纲挈领的主问题设计,能纲举目张,轻松地驾驭课堂散文教学找到切入文本的主问题,如同庖丁解牛一般,牵一发而动全身,让课堂动起来,活起来。比如,在教学《柳叶儿》时,我设计主问题:用一个字概括我与柳叶儿结缘的心情。让学生带着问题朗读课文,这个问题看似与文章主旨十分遥远,但是给了学生阅读文本、咬文嚼字、自由表达的广阔的空间。接下来老师牢牢抓住主问题,留给学生充分的时间,自由读、指名读、齐读,从爬树、抢柳叶、吃柳叶中捕获作者幼时的乐趣,感受乐的心酸,从修辞方法中
First, the outline of the main problem of collar design, can outline the directory, easily navigate the classroom essay to find the main problem of cutting into the text, as Qiong Ding Xie general, take the lead and move the whole body, let the classroom move up and live. For example, in teaching Willow, I designed the main question: a word summarizing my feelings with Willow children. Allowing students to read the text with questions, which seems to be a long way from the essay, gives students a vast space to read text, cheat and freely express themselves. Then the teacher firmly grasp the main problem, leaving students enough time to freely read, read, read aloud, from climbing trees, grab willow, eat willow leaf capture the author’s childhood fun, feel happy sad, From the rhetorical method