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教《皇帝的新装》,我大胆地运用了一种新的教学法,逆向教学法,即是上课一开始就较全面地对这篇课文的有关问题提问,然后再回转来读书、补充完善、巩固、加深。收到了用时少,收效大,学生兴趣浓等意想不到的效果,分述如下。钟声响过,我就走进了教室,问:“同学们《皇帝的新装》都读过吗?”生:“读过。”师:“好,那下边我检查一下同学们掌握的情况。”分别题了如下的问题,括号内为学生所答。师:本文的文体是什么?(生:童话。)师:请一位同学介绍一下作者安徒生其人其事。(生:答案略。)师:请一位同学复述一下本文的故事梗概。(生:答案略。)目的是熟悉课文,为下边的提问设
To teach “The Emperor’s New Clothes,” I bravely used a new teaching method, the reverse teaching method, that is, at the beginning of the class, I asked the questions related to this text in a more comprehensive manner, and then I went back to study and supplemented it. Consolidate and deepen. The unexpected effects of less time spent, more effective results, and higher interest of students are summarized below. When the bell rang, I went into the classroom and asked, “Did the students read the Emperor’s New Clothes?” “Student:” “Read.” Teacher: “Well, I’ll check what the classmates know below. ”The questions are addressed separately. The answers in the brackets are for the students. Teacher: What is the style of this article? (Student: Fairy tale.) Teacher: Ask a student to introduce the author Andersen. (Student: The answer is slightly.) Teacher: Ask one of the students to repeat the story outline of this article. (Student: The answer is abbreviated.) The purpose is to familiarize with the text and set the following questions.