论文部分内容阅读
古人云:“学起于思,思源于疑。”小疑则小进,大疑则大进。在语文阅读教学中,以“思”为核心,鼓励学生发现问题、提出问题、解决问题,是体现学生主体地位的表现。教师要真正体现学生主体地位,就要创设条件。一、创设情境,激发学生的学习兴趣良好的开端是成功的一半。上课时,学生对所学的内容是否有兴趣与教师的教学方法有很大关系,好的教学方法会引起学生的关注,调动学生的学习积极性。如教学《两只小狮子》时,我先用课件演示森林中小动物们评选森林之王的画面,然后用娓娓动听的语言导入故事:狮子妈妈有两只小狮子,一只很刻
The ancients cloud: “learn from think, think from suspicion. ” Small doubt small into the big suspicion is big. In the teaching of Chinese reading, taking “thinking” as the core, encouraging students to discover problems, raise questions and solve problems is a manifestation of students’ subjective status. If teachers want to truly reflect the dominant position of students, they must create conditions. First, create a situation to stimulate student interest in learning is a good start half. During class, students are interested in the content they are learning and teachers teaching methods have a great relationship, good teaching methods will arouse the students ’attention and arouse students’ enthusiasm for learning. When teaching “Two Little Leos,” I showed you how forest creatures named the king of the forest used courseware to introduce the king of the forest, and then introduced the story in a catchy language: the lion mother has two small lions and one is very close