摘要
从语文课堂思维力缺失的现象看起,在对说理文《学与问》一课的公开课研讨过程中,"这一篇"的课堂经历了从"理解内容"到"领悟表达",再到"运用语言"的变形。在一次次的变形中收获"这一类"说理文教学的质变智慧:有梯度,会比较,重语言运用,更促发了对"那一片"语文课堂的核变思考,语文课堂须追求深度,学会等待,扎实发展学生思维力。
From the angle of loss of thinking ability in Chinese classroom teaching, we study and analyze the process of example teaching of Learning and Questioning, which is an argumentative essay, finding varieties of methods in teaching this article from interpreting contents to understanding expression then to applying language. Every change in teaching methods helps teachers acquire qualitative wisdom in teaching such kind of argumentations： having gradients, excelling in comparison, and emphasizing language use. Furthermore, it triggers the profound thinking of such kind of classroom teaching： Chinese class should pursue depth, learn to wait, and solidly develop students’ thinking ability.
关键词
说理文教学
思维力
语言运用
argumentation instruction
thinking ability
language use
