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在让学生认真地自读一遍《小橘灯》后,我提出一个问题:“这是什么年代的事?”一些学生愕然了。因为课文中只有“十几年前”和“一个春节前一天的下午”的叙述,并没有具体的年代。有一个学生举手答道:“是1945年。”“你怎么知道的?”“因为文章是1957年写的,课文中有一句话‘十二年过去了’,所以是1945年。”我表扬了这个同学的回答,学生们更集中了注意力。我接着问:“和我们学过的哪一篇补充教材上的课文同年代?”“和毛主席写的《愚公移山》同年代。”“那么,请一个同学来谈谈当时的时代背景。”
After asking the students to read the “Little Orange Light” seriously, I asked a question: “What is this age?” Some students were shocked. Because there is only a narrative of “more than ten years ago” and “a afternoon of the day before the Spring Festival” in the text, there is no specific age. One of the students raised his hand and said: “It was 1945.”“How do you know?”“ Because the article was written in 1957, there was a sentence in the text ’Twelve years passed’, so it was 1945. ”I praised this classmate’s answer, and the students focused more on their attention. I went on to ask: “Which of the supplemental textbooks we learned in the same age?”“ and ”Foolish Yungshan“ written by Chairman Mao in the same age.”“ Well, please ask a classmate to talk about the time background.”