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一、精选文本,培养针对概括力概括力是以概括为基本方式,对文本、知识、学习策略等进行提炼、联结和运用的能力。概括力的培养必须通过具体的例文,引领学生经历一次次概括的过程,形成较为稳定的解决问题的思维方式。教者将整节课的教学重点聚焦于课文的第七小节,深入解读,提取文中重要信息,即韩愈认为用“敲”字更好的几个理由。这一提取的过程,其实是学生经历一次高质量的阅读、思维提炼的过程。学生阅读,
First, the selection of texts, training for generalization summary is summarized as the basic mode of text, knowledge, learning strategies, such as the ability to extract, link and use. Proficiency training must be through specific examples, leading students to experience the process of generalization, the formation of a more stable way of thinking to solve the problem. The teacher focuses the teaching of the whole class on the seventh bar of the text, deeply interprets and extracts important information from the text, that is, several reasons why Han Yu believes the word “knock” is better. This extraction process, in fact, students experience a high-quality reading, refining the process of thinking. Student reading,