{"id":31313,"date":"2022-01-05T13:25:12","date_gmt":"2022-01-05T12:25:12","guid":{"rendered":""},"modified":"2022-01-20T19:42:37","modified_gmt":"2022-01-20T18:42:37","slug":"%e7%ab%a5%e8%af%9d%e4%b8%96%e7%95%8c-%e5%a5%87%e5%a6%99%e6%97%a0%e7%a9%b7-%e7%88%b1%e5%8d%8e%e7%bd%91%e8%af%be%e8%80%81%e5%b8%88%e6%95%99%e5%ad%a6%e6%84%9f%e8%a8%80%ef%bc%88%e4%b8%89%ef%bc%89","status":"publish","type":"post","link":"https:\/\/estudiosdechino.com\/zh-hans\/%e5%8d%9a%e5%ae%a2\/%e7%88%b1%e5%8d%8e%e6%96%b0%e4%b8%9c%e6%96%b9\/%e7%ab%a5%e8%af%9d%e4%b8%96%e7%95%8c-%e5%a5%87%e5%a6%99%e6%97%a0%e7%a9%b7-%e7%88%b1%e5%8d%8e%e7%bd%91%e8%af%be%e8%80%81%e5%b8%88%e6%95%99%e5%ad%a6%e6%84%9f%e8%a8%80%ef%bc%88%e4%b8%89%ef%bc%89\/","title":{"rendered":"\u7ae5\u8bdd\u4e16\u754c \u5947\u5999\u65e0\u7a77\u2014\u7231\u534e\u7f51\u8bfe\u8001\u5e08\u6559\u5b66\u611f\u8a00\uff08\u4e09\uff09"},"content":{"rendered":"
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爱华中文学校三年级老师—周艳
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时间过得真快，一转眼，秋季网课周末中文班已进入到了十月末了。<\/span>在近两个月的时间里，我和班里的十位学生每个周末都会准时欢聚在云课堂，大家一起愉快学习，共同进步。<\/span>
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我执教的课程是三年级上册。从九月起到现在，我们已经顺利学完了第三单元的教学任务，现在开始进入到第四单元。这两个单元的课文均是童话，共有：《去年的树》、《那一定会很好》 、《在牛肚子里旅行》、《一块奶酪》 、《总也倒不了的老屋》、《胡萝卜先生的长胡子》、《不会叫的狗》等7个中外童话故事。<\/p>\n

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童话世界奇妙而有趣的，他伴随着孩子们成长的脚步，在激发孩子们认知世界的同时，也帮助孩子们树立正确的人生观，认清是非，培养爱心。童话故事是一个很好的品德教育题材。如何通过童话教学来提高孩子们的学习兴趣，激发他们的想象能力，为今后的写作奠定良好的基础，这些都是在童话教学中摆在老师面前的一个课题。以下就是我在童话故事教学中的几点体会。 <\/p>\n

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一是用真情实感引领孩子们走进童话世界。<\/span>孩子们天生喜欢童话故事，优美的语言，奇异的世界，充满想象力的故事情节，对于他们来说都是那么奇妙和有趣。<\/span>但是童话世界的探寻是需要老师引领的，通过老师的引导和启发，让孩子们真正感受到童话语言的美，体会故事背后的启示，不是说教式的照本宣科，一定是孩子们感动后的思考和领悟。<\/span>所以在童话教学中，我会先把自己带入到故事情节和角色中，用声情并茂的表达和真情实感的流露带动孩子们进入到故事的情境中。<\/span>特别是针对那些害羞的孩子，在分角色练习人物之间的对话时我不仅仅是旁 <\/span>听指导，也会参与到孩子们的互动朗读中，或是旁白或是人物，用自己的真情投入和激情表达来感染并带动他们。<\/span>因为老师的情感带动是与孩子们产生共鸣的最好方法。<\/span> <\/span><\/p>\n

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二是用启发式提问，来引导孩子们贴近人物的内心感受，帮助孩子们进入到童话情境中，并走进人物的内心世界，只有这样才能真正感悟到童话的魅力，理解故事背后传递的真善美。比如在学习《去年的树》这篇童话时，当讲到小鸟分别问树根、大门和小女孩树的去向时，故事中没有用明显感情色彩的提示语来表达小鸟的复杂心情。为了让孩子们能准确把握小鸟在寻找树的过程中一次次落空后的心理变化，我在小鸟的三次对话中都插入问题来引导孩子们去换位思考，用符合情景的发问语气去把握小鸟的心理变化。这些启发式提问会让孩子们更贴近人物的内心情感，进而理解故事背后带来的启示。
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三是通过认同和鼓励，为孩子们插上一对想象的翅膀，因为不断被激发和鼓励的孩子才更具有想象力和创造力。当孩子们因老师的引领而走进五彩斑斓的童话世界之后，相信每一个孩子的想象力都会被激发和点燃。好在网络教学优势大，可以借助各种资源，让童话故事变得更形象更生动。通过有趣的动画课件和音频等手段，将童话故事惟妙惟肖地展现给孩子们。当孩子们读懂童话故事后，我就因势利导地鼓励他们去尝试编写和续写童话故事。比如在学习了《总也倒不了的老屋 》这篇童话故事后，我让孩子们根据这个故事情节，给他们想象的空间，自己去续写不一样的故事结尾。结果，效果特别的好，可喜的是都能通过人物对话来表达内心情感。而且编的故事也很符合情理。下面这篇童话故事就是我班刘陈慧同学写的。这个故事通过描写老屋和小动物们之间的互爱和互助，不但表达了小作者对生活和大自然的热爱之情，也寄予了小作者对美好生活的憧憬。<\/span><\/p>\n

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三年级学生刘陈慧作文选登：老屋重现光彩<\/span><\/p>\n

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    终于有一天，小蜘蛛的故事讲完了，它告别了老屋。<\/span>老屋自言自语地说:”好了，我到了倒下的时候了。<\/span>“<\/span><\/p>\n

    “等等，老屋!”一个很小的声音在门前响起，”我们周围的树被人砍光了，很多小动物
无家可归，你能收留我们吗?”
<\/span>    老屋低头看看，墙壁吱吱呀呀地响:”原来是小鹿啊。<\/span>好吧，你把那些无家可归的小动物叫过来，我们一起商量商量。<\/span>“<\/span>没过一会，小鹿就带着小动物们来到了老屋的面前。
<\/span>    “我们的家在哪?”一只小狐狸站出来问道。<\/span><\/p>\n

    “我就是你们的家，只要你们把我重新整修一下并且打扫干净，就能住进来了。”<\/span>小动物们听了老屋的话可开心了。它们有的刷墙，有的敲钉子，有的扫垃圾……不一会，老屋就变得精神多了。老屋直起腰，露出了满意的笑脸。
<\/span>    从此老屋和小动物们幸福地生活在了一起。<\/span><\/p>\n

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