在一个南方城市的新课程观摩课上,一位年轻的女教师给近百名教师做课,执教语文课《安塞腰鼓》。课堂安排在学校科技报告厅。课从安塞腰鼓的视频欣赏开始:黄土高原,飞扬的尘土,茂腾腾的后生,激奋的腰鼓,变幻的光与影……鼓声消失,在学生简要概括观后感受后,教师要求学生:找更能体现安塞腰鼓特点的语句或语段,并加以品读。此后学生找、说、评、读,教师引导学生个读、齐读,开朗诵会、说朗读方法、谈朗读体会。整堂课里教师对“读”毫不放松,永不满足于学生已经找到的句子。课堂搬进了多媒体,黑板成了大屏幕,但除了课的开始处,其余时候多媒体只相当于幻灯机。教室很大,教师戴着扩音器所以声音响亮;学生没有扩音设备,所以声音小,坐在报告厅后边的教师有时听不清。但表情朗读时,学生读得铿锵,所以还是声声入耳。多人、小组或全班齐读时,学生读得气势磅礴,颇能让看课教师热血沸腾。 In a new lesson in a southern city, a young female teacher taught classes to nearly a hundred teachers and taught Chinese as an Anshun drum. Classroom arranged in the school science and technology lecture hall. The lesson begins with the video appreciation of Ansai drum: Loess plateau, flying dust, flourishing euphoria, exciting waist drum, changing light and shadow ... Drum disappears. After the students briefly summarize the experience, the teacher asks the students: Better reflect Ansai drum characteristics of the statement or phrase, and to be read. Since then, students find, say, comment, read, teachers guide students to read, Qi read, open reading, reading aloud, talking about reading experience. The whole class teacher “read” no relaxation, never satisfied with the sentence the student has found. Move into the classroom multimedia, blackboard has become a big screen, but in addition to the beginning of the class, the rest of the multimedia equivalent of only slide projector. Large classrooms, teachers wearing loudspeakers so loud voice; students do not have PA equipment, so the sound is small, sitting in the lecture hall behind the teacher sometimes can not hear clearly. However, when reading aloud, the students read sonorous, so still the voice. When many people, groups or classes read the class, the students read magnificent, rather let the class teacher passionate.