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在初中语文教科书里,“月亮”形象出现的情况主要有三种:或作为事件的环境描写对象,或本身作为描写对象,也作为寄托相思之情的意象。概括提炼出“月亮”形象,呼应着课程目标,适应学生的认知水平,贴近学生的经验世界和想象世界。对教材的“月亮”形象进行研究,有人文教育、情感教育和审美教育价值,为教师个性化使用教材提供思路,同时可充分实现教材的使用价值。
In the textbooks of junior high school, there are mainly three kinds of images of “Moon”: the description of the environment as an event or the object of description as well as the image of the love of Acacia. Summarized to extract “moon ” image, echoes the course objectives, to adapt to the cognitive level of students, close to the student experience and imagination of the world. Studying the “Moon” image of teaching materials, it has the values of humanistic education, emotional education and aesthetic education, which provides ideas for teachers to use teaching materials individually, and can fully realize the value of using teaching materials.