成熟的课堂教学总有基本的模式、框架,一些基本过程或问题都相通共用,成为自然。如此,确实给教和学带来一定的便利,师生也彼此习惯。但是,这些过程或问题如果不辨功用、不问目的、不计效果地按部就班地机械套用,就会徒具形式,甚至和初衷背道而驰。现略举几例,谈谈自己的思考。一、常感知为什么不会感知【过程回放】初读感知,应该有两项任务:一是把刚接触的课文读正确,二是对课文内容进行初步 Mature classroom teaching, there are always basic patterns, frameworks, some basic processes or issues are common to share, become a natural. In this way, it does bring some convenience to teaching and learning. Teachers and students also get used to each other. However, if these processes or problems are not distinguished from each other, they are applied in a mechanical manner, without any purpose and without effect, and they even run counter to the original intention. Now cite a few cases, talk about their own thinking. First, often do not know why perceived perception [Process playback] First reading perception, there should be two tasks: First, read the text just contact the correct, and second, preliminary content of the text