About Teachers depth interpretation students generate innovationthrough the pavilion to see snow.docx

About Teachers depth interpretation students generate innovationthrough the pavilion to see snow.docx

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AboutTeachersdepthinterpretationstudentsgenerateinnovationthroughthepaviliontoseesnow

AboutTeachersdepthinterpretationstudentsgenerateinnovation-throughthepaviliontoseesnowtotalkaboutthedepthofinterpretationtext

Snow>><<paviliontoseetheunitPEPeighthgradevolumessixth,onetexttheauthorduringthefirstinstructionaldesign,accesstolargeamountsofdata:

ZhangDai’slife,famousaboutthisarticleThecommentssupportinginformationwiththisarticle,otherpeerteachingdesignbasedontheformationofthefirstdraftoftheinstructionaldesignthe:

①dredgeterms②perceivedoverallwonderfultasteof③④Extendonlytofindalotofteachingproblem:

studentslackpersonaldialoguewiththetext,everystepundertheguidanceofteachers,coursewareshowtakesupalotofclassroomtime,thedefaultcannotbecompletedinthetimeofalesson,thearticleisfinishedschool,students’individualdoesnotreallyexperienceemotion,onlyteachersdefaulttotheemotionsoftheirauthors.Sucharesultcanonlyprovethatthisisaninvalidreadinginstruction.

Thereason,dismemberedtext,thecompletetextremovedfragmentedandoverlookedtheintegrityofthearticle,thesecondistokickthetires,andtheinterpretationthestay’sasliterally,Yimushihang,skimmingoverthesurfaceofthetext,ignoringthearticleimplicit;threefromthetext,theintroductionofextra-curricularlotofso-calledknowledgetoengageinso-called“resourceintegration,ignoringthemainbodyofthearticle,theendogenous,ignoredthelearningsituation,notstudent-orientedteacherexperience,insteadofTheexperienceofthestudents.

Effectivereadinginstruction,teacherstoconductin-depthinterpretationofthetext.

ATeacherdepthofinterpretation“Interpretation”referstoalesseasytounderstandthings,re-subjectiveunderstandingandexpression,sothatothershaveamoreclear,thorough,ormorein-depthunderstandingoftheessentialdepthofinterpretationoftheteachersisthatteachersgothroughtheirownactualfirstintothetext,approachedtheauthor,toformtheirownunderstandingofthetext,andstandingonthepointofviewofthestudentstoreaditagain,moreinclinedtoelaboratethecontentsofthetextdeeperbehind.

1.Graspingthestylisticinterpretationofthetext.Essays,prosevarietiesofshort,flexible,conciseandmeaningfultalk,themultiplefunctionsofthelyric,narrative,emphasisonimprovisationfragmenteddescribethefeelings,thepiecesofknowledgeandthedripofexperience,isalightweightandfreeformofliteratureinChinapopularintheMingandQingZhangDaiFollowingThreeYuanafterpenlightnaivetowritecountryruinsapoptosispain,Emotionintheterritory,far-reachingcharm,canberegardedasthehigherofanachievementinthelateMingandprosewriterDaicomedycanbedescribedasaveritablecomedy,elderlyonlytwohundredonethousandwords,shortwords,inkrefiningAeolusgraceful,filledwithpoeticcharm.oftensaidthatpoeticproseexpensive,thisisright,ifInpoetrythanZhangDaisketchresemblingChinesequatrains.Meaningfulknown,afewpens,Implicationsand,haveasingthreesighofcause,canstrainembarrassed.<<paviliontoseesnow>>ZhangDaimasterpiecefromthememoirTaoHutDreamRecollection>>Thisisacomedy,narrative,paintaportraitofthefinancial,lyricalinafurnace,evenwritethecharacters,andalsotone,suchashealth.faintwritetothedelightdeep,whilethetextincludingpunctuationLessthan200words.

2.ThegripTitleinterpretationofthetext.Thetitleofthearticle,mostofthecontentofthetextoroftheintentionofwritingahigh-leveloverviewoftheteacherstobegoodattheTitleoftheuseanddevelopmentofresources,andmorethanafew“seizeTitle?

”These“?

”Solved,infact,istheinterpretationofthetextofthepositivesolution.designedforthetexttitleafewquestions:

whoseethesnow?

whentoseethesnow?

seehowthesnow?

Whyseethesnow?

3.Graspingexpressionsinterpretthetext.Wordsseparatedsentence,thesentenceseparatedparagraph,paragraphseparatedchapter,“remindsustopayattentiontograspthekeyphrasestointerpretthetext.”Marks“inthearticle”alittle“mustard”aswellas“independence”,“absolutely.”crazy,“thewordsespeciallyworthpondering.usingfor-wordmethod,deletewordstoappreciatethewordingofexpressionexpressivesubtlety.

4.Graspingunitinterprettext.ThecurrentPEPlanguagetextbooks,unitchoreographyiscarriedoutaccordingtothesamesubjectmatter.Lessoncompiledineightonthesixthunit.ThisuniteverystoryisexcellentchapterofthenaturallandscapeofChina’sancientsingingwithnatureisthecommonpursuitoftheseliterati,theyappreciatethespiritobservethebeautyofthenaturalworld,thelandscapeofthisheartlessthingsbecauseoftheirintegrationintothethedelicateemotions,landscapeshastemperament,thattherewillbelife,manandnaturecanbecordialexchanges,dialogueEachpoemhasthecharacteristicsofthescenesandintheinterpretationofthetext,wenotonlywanttolearnoflanguagetocreateasenseofthescreen,selectthescenetopayattentiontothestructureandlayout,colorprocessing,farandnear,lightanddark,theactualsituation,shades,concealmentandrevelation,density,Qizheng,harmonyandunityoftheoppositionbetweentheperformanceandthelandscapethree-dimensionallayeringreachanintuitiveunderstandingtheaestheticeffect,butalsounderstandtheeleganttasteofvulgarity.postedinthefreepapersDownloadCenter

5.Graspinglearningsituationtointerpretthetext.Teachersontheinterpretationofthetextisjustthebeginningoftheteachingofreading,itsultimategoalistoguidethestudentlifeontextinterpretation.Teachers’interpretationofthetext,isthefirststepinlanguageteaching,thekeyistobeimplementedintheclassroomteachingtogo.teacherspresetnotenterthedefaultofteachersteachingthe“trap”tookthestudents’thinkingintheclassroom,buttounderstandthelearningsituation,accordingtothelearningsituation,areasonablecombinationofproblemsthatmayarise,inordertoenablestudentstoproducedefault“generation.”shouldalsofocusonindividualfactorsbasedonthestudent’sage,mental,physical,socialexperience,andinsightsonlife,underthepremiseofnotdistortthetextintent,notfarfromtheintentofthewriter,respectforthestudentspersonalizedinterpretationprocess.seizetheinterpretationofthetextofthelearningsituation,teachersstoodinthestudent’spointofinterpretationofthetext,andmoretoenhancetheeffectivenessofteachingreading.

Second,studentsgenerateinnovationHavemorethanthedepthofinterpretation,theauthoroftheinstructionaldesignagainmadesomechanges,sothatstudentscangenerateinnovation.

1.Toexplaintheinitiativetothestudents.Abouttheauthor’slife,thefulltextoftermsofthedredge,andunderstandingofthekeyphrasesaccumulation,thesestudentscanlearnindependentlybyreadingandresolvedonbythestudentstoexplainboththestudentsaboutthekindofencouragement,butalsooncannotexplainthestudent’swayofpromotingstudentstothinkforthemselvesfinishingthecontentismuchmoreeffectivethansimplymemorizingteachersreadandalsobeabletoseeitfromthelaterexercisesdetectioneffect.

2.Thinkingabouttheinitiativetothestudents.Instructionaldesign,teacherstudents’thinkingislimitedtoitsownpresetrange,theteacheraskedthequestionpointveryclearinthesecondinstructionaldesign,thelayoutofeachstudentdesigninthisarticlefrom1tothreeissueswhenthesequestionsarepresentedintheauthorbefore,Icouldnothelpdeepadmiration:

sogoodthatmystudentsareusuallyquiet,mediocrestudentthinkingturnedoutsoquick,profound,original,theyarestillhugepotentialtobetapped!

problemscitecorner:

①previouslywrote“uniquetothepaviliontoseesnow,”below,howtowrite“theboatthehumantwenty-three”?

“independence”wordhowtounderstand?

②“dayswithcloudandmountainwithwater,nextwhite“one,”and“whethertheexcess?

”Heaven“and”cloud““Mountain,““water“canbeinterchangeable?

Thisisakindoflandscape?

the③articleentitled”paviliontoseesnow,“thearticledescribingsnowsentencerarelyIronywritethingsandJinling,Mariner,eachwithwhatintent?

④readSnowsentencedescription,Ifeeltoocold,cold,suffocating,peoplewantedtocommitsuicide.howcouldthisbe?

Someoftheseproblemsrelatedtowritingskills,somerelatedtothethrustofthearticle,thesegerminalcompletelythestudentreadingvaluabledoubts.Amoreeffectivereadingisthestudents’ownreading,askstudentsthanteachers,studentsexperiencemoreprofound.

3.Defaulttheinitiativebacktothestudents.Thislessonlearned,andwhattoteach,whatthefocusis,thefinalsayisnotateacher,buttostudentstoself-study.Discussagainlaterafterself-study,Ithinkthislessonwhichtheproblemisnotresolved,whatteachersneedtoguidetohelplessonshouldsolvewhatthecentralissue,thefocusonwhatisraisedbythestudentsintheclasspatrolguide,exploretheprocess,Ifoundthatthethree-dimensionalteachingofteacherspresettargetstudentsareinvolvedtothelastimportantdifficultiesfelltotheunderstandingofthe“independence”and“crazy”.aroundtheword,studentsexpresstheirviews,livelydiscussion,themanagement,thesituationwouldbecomeclearer,studentshaveadeeperreadingofthetextalsohaveadeeperunderstandingofZhangDaihasalsobeen