上完《理想》的第一课时,心里很不是滋味,课堂的情景不由地浮现在眼前:在指导学生朗读诗歌之后,让学生解读文本,画出自己喜欢的句子和诗节,并谈谈自己的看法。举手的学生寥寥无几,对诗句的理解总是抓不住要点,教师只好点拨引导,介绍作者创作背景,举了自己精心设计好的典型的事 When I finished the first lesson of “Ideal,” my heart was not very interesting. The classroom scene could not help but surface: After guiding students to read poetry, students should read the text, draw their favorite sentences and stanzas, and talk about themselves. the opinion of. There are very few students who raise their hands, and the understanding of verses is always incapable of grasping the points. Teachers have to point and guide, introduce the background of the author’s creation, and give typical examples of their own well-designed work.