论文部分内容阅读
比喻作为一种常见的修辞手法,在小学语文教材中比比皆是。老师们在教学比喻句的时候常常是让学生判别句子运用了什么修辞手法,问问学生把什么比作了什么了事。教学如果仅仅停留在这样浅近的认识上,那对优美的句子资源就是一种浪费。笔者认为,比喻句的教学在不同年段应有不同的目标,应让学生在认识、积累的基础上,向感受形象、体会情感过渡,逐步在课文整体情境中领悟句子表达的精妙。一、低段教学注重认识了解、模仿练说低年级课文中有不少生动、形象的比喻句,是学生学习语言的好素材。我抓住比喻句的特点,循序渐进地引导学生认识比喻句,初步了解比喻句本体和喻体之间的相似关系,
Metaphor as a common rhetorical device in primary school textbooks abound. When teachers are teaching metaphorical sentences, teachers often ask students to identify what rhetorical devices are used in sentences and ask students what they did compared to what they did. Teaching if only to stay in such a shallow understanding, that the beautiful sentence resources is a waste. The author believes that the teaching of metaphor sentences should have different goals in different years and should enable students to perceive and accumulate based on the feelings of the image, feel the transition of emotion, and gradually realize the overall context of the text sentence expression subtle. First, the low section of teaching pay attention to understanding, imitation practice that there are many vivid, low-grade text in the metaphor of the sentence is a good material for students to learn the language. I grasp the characteristics of metaphor sentences, step by step to guide students to understand metaphor sentences, a preliminary understanding of the analogy between the ontology and the metaphorical similarities,