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语文课除了传授给学生字、词、句等基本知识之外,还有一个很重要的目的,就是培养学生分析问题、解决问题以及运用语言的能力,这就需要对教材有透彻的理解。倘若教师尚未吃透教材,就匆匆走上讲台,其教学必然是肤浅、片面的,甚至还会曲解作品的原意。吃透教材首先要理清作者的写作思路,即分析出作品通篇写了什么,是怎样一步步写下来的,又为什么要这样写,作者的思维线索是什么等等。一旦逐步找到了这一“序列”,就能够准确深入地理解作品,从而为具体的教学奠定基础。 我在教《白杨礼赞》时,十分注重对作者描写白杨树的每一小节的文字作反复推敲,力求理清作者的思路。我是这样分析的:
In addition to imparting students basic knowledge of words, words, and sentences, language classes also have a very important purpose. They are to develop students’ ability to analyze problems, solve problems, and use language. This requires a thorough understanding of the teaching materials. If the teacher has not thoroughly understood the teaching materials, he hastily stepped onto the podium. His teaching must be superficial, one-sided, and even misinterpret the original intention of the work. To thoroughly understand the teaching materials, we must first sort out the author’s writing ideas, that is, to analyze what is written throughout the work, how to write it down step by step, and why it should be written like this, what the author’s thinking clues are. Once this “sequence” is gradually found, it will be able to understand the work in an accurate and in-depth manner, thus laying the foundation for concrete teaching. When I was teaching The Poplar Praise, I paid great attention to the author’s repeated scrutiny of the text of each section of the Poplar Poplar, trying to clarify the author’s thinking. I analyzed this: