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一堂语文课正在进行。教者原来确定的教学目标是:重点学习现代诗人田间的《假使我们不去打仗》这首诗,了解诗歌的写作背景,领会诗歌的思想内容和作者的爱国情怀,认识“鼓点式”的写作特点。由于这首诗很短小,如果一堂课只学习这首诗,就显得课堂的容量不足,因此,教者准备学好了这首诗之后,再让同学们自学另外两首诗歌。这样的安排可谓四平八稳,无懈可击。可是,当这堂课进行到一刻钟以后,却出现了教者意料之外的事。原来,当教者向同学们发问,这首诗与我们学过的一些诗在形式上有什么不同时,有同学回答是句子不整齐,也有同学回答是不押韵,还有的同学回答像散文诗。忽然,有个
A language lesson is going on. The original teaching aims of the teachers were: to focus on the poem “If we do not go to war” in the field of modern poets, to understand the writing background of poetry, to understand the ideological content of poetry and the author’s patriotic feelings, and to understand “drum type” Writing characteristics. Because of this short poem, if a lesson is only learned from this poem, it appears that the classroom has insufficient capacity. Therefore, after the teacher prepares to learn the poem, let the students learn the other two poems by themselves. This arrangement can be described as smooth, impeccable. However, when this lesson took place for a quarter of an hour, there was something unexpected for the teachers. It turned out that when the teacher asked the students, this poem and some of the poems we have learned in the form of what is the difference, some students answer the sentence is not neat, and some students answer is not rhyme, and some students answer like prose poetry. Suddenly, there is one