就像中国画用水墨或淡的色彩涂抹画面的渲染技法一样,阅读教学中恰当地运用“渲染”,可以创设情景,激发学生的情绪,加深情感体验,从而增强教学艺术的感染力,提高语文课堂教学效率。 一、剖题渲染。课题即文眼,它是窥测课文内容的窗口。教学时,通过着意渲染,艺术地揭示、剖析文题,可为阅读教学作好铺垫,给学生以“未成曲调先有情”之感。如《一个苹果》记叙的是抗美援朝的一次战斗中,八名志愿军战士在七天没喝到一口水的情况下分吃一个苹果的故事。在揭题时,我先板书“苹果”二字,有意不写“一个”,并引发学生讨论能否将文题中的“一个”去掉。学生在思考比较中明确:“一个”是文章的眼睛,它充分突出了战友间互相关 Just as Chinese painting uses ink or light colors to paint the screen, the proper use of “rendering” in reading teaching can create situations that stimulate students' emotions and deepen their emotional experience, thereby enhancing the appeal of teaching art and improving the quality of Chinese classrooms Teaching efficiency. First, the section rendering. The subject is the text eye, it is a window to peep text content. Teaching, through deliberately rendering, revealing the art, analyze the topic, can pave the way for reading teaching, to the students with “unmediated tune first” feeling. For example, “One Apple” refers to the story of eight volunteer soldiers who ate an apple in a battle of the War to Resist US Aggression and Aid Korea for seven days without sip a saliva. At the time of publication, I first published the book “Apple”, intentionally not to write “one”, and led students to discuss whether or not the topic of “one” could be removed. Students in thinking more clear: “One” is the article's eyes, it fully highlighted the comrades cross-correlation