统编小学语文教材三年级下册第二单元是寓言故事单元,单元的主题是“寓言是生活的一面镜子”,由于寓言源于生活又高于生活,因而在寓言故事单元的整体教材解读和教学规划设计时应深化理论基础,注重结合学生生活经验解读《守株待兔》等四...统编小学语文教材三年级下册第二单元是寓言故事单元,单元的主题是“寓言是生活的一面镜子”,由于寓言源于生活又高于生活,因而在寓言故事单元的整体教材解读和教学规划设计时应深化理论基础,注重结合学生生活经验解读《守株待兔》等四篇课文,引导学生读寓言故事,明白其中的道理,同时也应在“口语交际”“习作”“语文园地”“快乐读书吧”等部分内容解读与教学时包含对美好生活的向往,并通过寓言故事单元的学习与分层差异化教学,增进三年级学生看图写话的语言表达能力和写作能力。The second unit of the second volume of the third grade of the unified compilation of primary school Chinese textbooks is the unit of fables. The theme of the unit is “fables are a mirror of life”. Since fables originate from life and are higher than life, the theoretical basis should be deepened in the overall textbook interpretation and teaching planning design of the unit of fables, and attention should be paid to the interpretation of four texts such as “Waiting for the Rabbit” combined with students’ life experience. Students should be guided to read fables to understand the truth, and at the same time, the yearning for a better life should be included in the interpretation and teaching of “oral communication”, “exercises”, “Chinese garden”, “happy reading” and other parts of the content. Through the study and stratified and differentiated teaching of fables unit, the language expression ability and writing ability of third-grade students can be improved.展开更多
文摘统编小学语文教材三年级下册第二单元是寓言故事单元,单元的主题是“寓言是生活的一面镜子”,由于寓言源于生活又高于生活,因而在寓言故事单元的整体教材解读和教学规划设计时应深化理论基础,注重结合学生生活经验解读《守株待兔》等四篇课文,引导学生读寓言故事,明白其中的道理,同时也应在“口语交际”“习作”“语文园地”“快乐读书吧”等部分内容解读与教学时包含对美好生活的向往,并通过寓言故事单元的学习与分层差异化教学,增进三年级学生看图写话的语言表达能力和写作能力。The second unit of the second volume of the third grade of the unified compilation of primary school Chinese textbooks is the unit of fables. The theme of the unit is “fables are a mirror of life”. Since fables originate from life and are higher than life, the theoretical basis should be deepened in the overall textbook interpretation and teaching planning design of the unit of fables, and attention should be paid to the interpretation of four texts such as “Waiting for the Rabbit” combined with students’ life experience. Students should be guided to read fables to understand the truth, and at the same time, the yearning for a better life should be included in the interpretation and teaching of “oral communication”, “exercises”, “Chinese garden”, “happy reading” and other parts of the content. Through the study and stratified and differentiated teaching of fables unit, the language expression ability and writing ability of third-grade students can be improved.
