前不久,听了苏教版一下《小松鼠找花生果》一文的同课异构教学。执教的两位教师都关注到文中“黄灿灿”“绿油油”两个词语的教学,但教师对词语教学的理解不同,导致效果也大相径庭。【案例1】师:今天老师给大家带来了一种漂亮的植物,出示图片,你看到的是——生:黄色的小花。师:(出示“黄灿灿的小花”)看看文中是怎么写的,谁来读一读?(生读)师:“灿”是本课的生字,左边火字旁,像火一样闪耀。“黄灿灿”多鲜亮的颜色,谁来读一读?(生读) Not long ago, listening to the Sujiao version of “squirrels looking for peanuts,” a text of the same course heterogeneous teaching. The two teachers who are teaching all pay attention to the teaching of “Huang Cancan ” and “Green Oil ”. However, teachers’ different understanding of word teaching results in very different effects. [Case 1] Teacher: Today, the teacher brought us a beautiful plant, showing pictures, you see - Health: yellow flowers. Teacher: (show “yellow flowers”) to see how the text is written, who read? (Health Reading) Teacher: “Can ” is the vocabulary of this lesson, The same shine “Huang Cancan ” more bright colors, who read? (Students read)