人教版六年级语文下册回顾拓展一.ppt
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人教版六年级语文下册回顾拓展一.ppt
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回顾拓展一,R六年级语文下册,交流平台,日积月累,成语故事,同学们,你们是否也有过这样的感受,阅读同一篇文章,不同的人会有不同的理解和感受!
这些理解和感受是怎样获得的呢?
它是如何令你印象深刻的?
这节课让我们再次走进本单元的几篇课文,寻找我们的阅读收获!
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2.在把握主要内容的基础上,体会作者表达感悟的不同方法。
可以抓住具体的语言描写、重点词句进行深入思考:
作者为什么这样写?
其思路是什么?
自己有什么看法?
这样来形成自己的观点和见解。
最后交流自己的体会和感受是怎样获得的,是如何加深的。
提示:
拿桃花心木这篇课文来说,读到“在不确定中找到水源、拼命地扎根的树,长成百年的大树就不成问题了”,你会心有所思:
课文以桃花心木为题,恐怕不是单纯地写树木。
继续往下读,联系上下文想一想,你就能明白作者是借树木的生长,来比喻人的成长。
再联系自己的生活实际,说一说自己的所思、所感,这样一来,就形成了自己的见解。
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2.匆匆,借物喻人,3.桃花心木,5.手指,写一件事情,从中产生感悟、受到启迪。
1.文言文两则,4.顶碗少年,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,通过学习本组课文,我觉得阅读文章的过程就是与作者对话的过程。
如何准确理解作者的写作意图,把握文章的思想内涵,需要我们联系上下文或结合生活实际进行独立思考。
我同意这个观点。
例如学习匆匆时,我们也不妨算一算:
我们手中溜走了多少个日子?
我们又曾经留下过什么痕迹?
该如何对待时间?
这样我们就能够很好地把握作者的思想感情了。
读了本组的课文,我觉得我们学习一篇课文,除了要领悟作者的思想,还要从作者的文章中学习他是怎样进行表达的。
本组的几篇课文,作者表达的方法各有特色。
桃花心木一文,作者在篇末点题,把自己的感悟集中抒发出来。
手指一文也是这样,作者在篇末点题,把自己要表达的思想集中到最后来表达。
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师说,2一鼓作气,再而衰,三而竭。
左传,3甘瓜苦蒂,天下物无全美。
墨子,4种树者必培其根,种德者必养其心。
传习录,5操千曲而后晓声,观千剑而后识器。
文心雕龙,1人非生而知之者,孰能无惑?
人不是生下来就懂得道理的,谁能没有疑惑?
说明了人人都有自己不懂的地方。
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3甘瓜苦蒂,天下物无全美。
瓜虽甘甜,瓜蒂却是苦的,天下的事物没有十全十美的。
说明任何事物没有十全十美的道理。
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种树必须培育它的根,教人以德行则必须教养他的思想。
说明了浇树浇根,育人育心的道理。
5操千曲而后晓声,观千剑而后识器。
练习了千支曲子后才能知晓音乐的美妙,观看了千把剑后才能识别兵器的好坏。
说明了多实践才能出真知的道理。
“邯郸学步”这个成语讲的是战国时候,燕国的一个青年人到邯郸学当地人走路,结果学了几个月,不但没有学会邯郸的走法,还把自己原来的走法也忘了。
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“邯郸学步”这个成语告诉我们什么道理?
西施是中国历史上的“四大美女”之一,有心痛的毛病。
犯病时手扶住胸口,皱着眉头,比平时更美丽。
东施效颦,同村女孩东施学着西施的样子扶住胸口,皱着眉头,因其本来就长得丑,再加上刻意地模仿西施的动作,装腔作势的怪样子,让人更加厌恶。
人们见了这个怪模怪样模仿西施心口疼,在村里走来走去的丑女人,简直像见了瘟神一般,避之不及。
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效:
仿效;颦:
皱眉头。
(比喻胡乱模仿,效果极坏),声明本文件仅用于个人学习、研究或欣赏,以及其他非商业性或非盈利性用途,但同时应遵守著作权法及其他相关法律的规定,不得侵犯本司及相关权利人的合法权利。
除此以外,将本文件任何内容用于其他用途时,应获得授权,如发现未经授权用于商业或盈利用途将追加侵权者的法律责任。
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