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最近,我校一位青年教师执教古诗《池上》一课,师生读出了诗的韵味,读懂了诗中的故事,读出了诗中的画面,读出了诗中的情感。相比之下,明显感到生字教学重视不够,研究不足。笔者试对其中的生字教学环节作剖析和改进,呈现如下:【聚焦课堂】(出示古诗,其中“撑、萍、艇”字体颜色为红色。)师:诗中的三个生字谁来读一读?一生读生字。(师评价:吐字清晰,发音准确。)师:看看这三个字,你有什么发现?生:它们都是后鼻音。师:它们也都是——形声字。“
Recently, a young teacher in our school coached a lesson on the poem ”Ikegami“. Teachers and students read out the charm of the poem, read the story in the poem, read the pictures in the poem, and read the emotions in the poem. In contrast, it is obvious that lack of emphasis on word teaching and insufficient research. The author tries to analyze and improve the teaching of which the word teaching, presented as follows: [focus on the classroom] (to produce ancient poetry, where ”support, Ping, boat “ font color is red. Read a lifetime? (Teacher rating: clear articulation, pronunciation accurate.) Teacher: Look at these three words, what do you find? Health: They are nasal. Teacher: They are also - shaped sound. ”