借汉字表意性为想象画面助力——以统编版三年级下册《燕子》教学片段为例

Use the Ideographic Nature of Chinese Characters to Help the Imagination——Take the Teaching Fragments of "Swallow" in the Second Volume of the Third Grade in the Unified Edition

统编版三年级下册语文教材第一单元首次提出"试着一边读一边想象画面"。"想象画面"对读者而言,就是通过阅读语言文字,在脑海或眼前如放电影般浮现与文字描述意境相匹配的画面,产生身临其境之感。"边读边想象画面"作为一种阅读策略,需要以语言文字为依托。下面以《燕子》一课教学为例,例谈如何借汉字表意性为想象画面助力。

The first unit of the Chinese textbook of the second volume of the third grade of the unified edition put forward for the first time "try to read and imagine the picture". "Imagine the picture" for the reader is to read the language and words, appear in the mind or in front of the movie like a picture that matches the artistic conception described by the text, and produce a sense of being on the scene. As a reading strategy, "imagining pictures while reading" needs to rely on language.Let’s take the teaching of "Swallow" as an example to illustrate how to use the ideographic nature of Chinese characters to help the imagination.