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一、读——“书读百遍,其义自见”1.读中感知,读“通”课文。感知性地读是理解课文的初浅层次,有利于理清课文脉络,把课文读“通”。学生在初读中接触文本,解决生字词语,理清文路。在此过程中,引导学生从音、形学会识字方法。如,“茅”引导学生发现记这个字该注意什么,“分辨”“分辩”的区别何在。在教学第一、二段时,引导学生自学自悟:你读懂了什么?能提出哪些有价值的问题?让学生自己质疑问难,自己解决问题。同时,借助文本让学生理解“居然”并造句,发展了学生思维和语言表达能力。然后出示课后“思考·练习”:按
First, read - “read a hundred times, the meaning of self-see ” 1 reading senses, read “pass ” text. Perceptible reading is to understand the initial level of text, helps to sort out the text context, the text read “pass ”. Students in the first reading contact with the text, to solve the vocabulary words, clear text path. In this process, students are guided to learn how to read words and shapes. For example, “Mao ” guide students to find that the word should pay attention to what, “distinguish ” “distinguish ” What is the difference. In the first and second periods of instruction, students should be guided to learn self-awareness: What do you understand? What valuable questions can be asked? Let students question and answer their own problems and solve problems by themselves. At the same time, with the help of texts to help students understand “actually” and make sentences, students develop their thinking and language skills. Then show after class “thinking practice ”: press