前不久笔者以《游子吟》一诗上了一堂公开课。这一课我上过多次公开课,这一次我想设计一个读写结合的练习。因此,我在备课时设计了一个看课文插图说话、写话的环节,并且想好了如何引导学生通过灯下对话来表现母子情深。我还在想,假如学生描写的人物语言不到位,我便抛出这样两个问题:“儿子要走了,母亲多么地担心、多么地不舍啊,她有多少话要对儿子说呀。同学们,假如你就是这位母亲,你将用怎样的语言对儿子千叮咛万嘱咐呢?”“同样的,假如你是儿子,你明天就要离开与自己朝夕相处的母亲,离开疼你爱你的母亲,你放心得下头发已花白的老母亲,一言不发地走吗?”我颇为自己的 Not long ago I “wandering” a poem on an open class. I’ve had many open classes in this class, this time I want to design a combination of reading and writing exercises. Therefore, when I was preparing lessons, I designed a text to see the text to speak, write the link, and think of how to guide students through the light of dialogue to express mother and child affection. I still think that if a student portrays the language of a character is not in place, I will throw such two questions: “The son is gone, mother worried, how much sad ah, how many words she had to say to her son If you are the mother, what kind of language do you excuse the son? ”“ Similarly, if you are a son, you are leaving tomorrow to stay with her mother and leave You love your mother, you rest assured that the gray hair of the old mother, go without saying? ”" I quite myself