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在教学过程中,如果文本蕴含的含义较为含蓄或深刻,学生的思维不能达到期望值时,教师就要引导学生在文本的关键处(这样的关键处可以是一个字、一个词、一句话,甚至一个标点。)品味、辩识、吟诵。借助现代信息技术,为孩子们提供资料性课程资源,(这里的资料性课程资源包括文字的,图片的,音频的,视频的等等),递给学生一个抓手,来发展学生的语言思维,激发学生的情感想象,给学生的阅读铺设一个亮丽的舞台,带领学生进入文本解读的妙境,从而架起学生与文本沟通的桥梁,实现师生与文本的心灵对话,精神对话,生命对话。这样,孩子们才能尽情的在文本的精神世界里漫游,并在这漫游之旅中自我发现,自我提升,自我成长。
In the process of teaching, if the implication of the text is more subtle or profound, when the thinking of the student can not reach the expected value, the teacher should guide the student at the key of the text (such a key may be a word, a word, a sentence or even A punctuation.) Taste, identification, chanting. With modern information technology, children are provided with informative curriculum resources (the informative curriculum resources here include text, pictures, audio, video, etc.) and give students a starting point to develop students' language thinking , Inspire students 'emotional imagination, lay a bright stage for students' reading, and lead students into the wonderland of text interpretation, so as to bridge the gap between students and texts and realize the spiritual dialogue, spiritual dialogue and life dialogue between teachers and students and the text . In this way, children can enjoy themselves in the spiritual world of text and find themselves, self-improvement and self-growth during this tour.