语文导入2（Chinese introduction 2）.docVIP

语文导入2（Chinese introduction 2） To sum up, into the design should pay attention to the real (pragmatic), fine, live (concise and to the point) (Methods), beauty (sensuous enjoyment) harmony and unity, but also enlighten students thinking and gu. Among them, reality and living are the keys to design import. In the teaching practice, most of us have such experience, and the relation between the form of introduction and the content of teaching is not inevitable. It is more of an idea and a kind of creation. The method of introduction can not be stereotyped, and should be considered comprehensively according to the content of the article, the style of the article and the teachers own situation and so on. Below, we combine teaching examples to illustrate the common import methods. 1. analysis method This method is to make an article on the subject of the article, analysis of the meaning of the title, causing interest in learning. This method is concise and lively, straight, straight cut in two words or three. Former capital fall cases. Teacher: today we learn is a read the text from the onetime capital (writing subject, author) please read two times to think about the topic, this topic, what you tell. Student: (read it two times and raise your hand in a lifetime). This topic points out what is written. T: can you make a more specific statement from grammar analysis? Student: autumn is the center of the word, pointing out the focus of this article is to write autumn; Zibo is a modifier that defines Beijing in autumn. Teacher: Limited is the Beijing autumn also implies what? Student: that written in autumn is unique to the ancient capital. T: thats good! Autumn in Peiping what are the characteristics? What sections are featured in these features? Please view the Ontario jump reading by rapid identification of scene characteristics include words, paragraphs marked on scenery. Look who reads fast and well. (author: Xiao Lu, selected from the reference of Chinese teaching in mi