高中英語-讀后續(xù)寫Continuation Writing教學(xué)設(shè)計學(xué)情分析教材分析課后反思

TeachingPlan

Part1Analysisofteachingmaterial

Thisarticleisacontinuationofoneofthewriting

questionsinthecollegeentranceexamination.Thereading

materialprovidedisanarrativeessay.

Thisdesignfocusesontheoverallintegrationofcontent,

thinkingandlanguage.Theprocessimplementstheprocessof

readingandwritingfromtheaspectsoflearningobjectives,

readingmethods,articleinterpretation,information

processingandwritingskills.Basedonthestructureofthe

text,themainlineofbasicinformation-mainplot

development-climaxissortedout.Then,throughtheprompt

wordsandthefirstsentenceofthesecondparagraph,itis

reasonabletoinferthewaytheauthorsavedTommyinthefirst

paragraphandthechangesofthecharacters'inneremotions.

Atthesametime,byanalyzingthecharacteroftheauthorand

Tommy'sbeingpersuadedtointroduceanotherdarklineofthe

articletohighlightthetheme-trustbuildingandcare

betweenpeople.

Part2Analysisofthestudents

1.Analysisofstudents,psychologicalcharacteristics

Theteachingobjectsofthiscoursearestudentsofsenior

two.Theiremotionsareverymalleable,soitmaynotpossible

tomakeacomprehensiveanalysisofproblems.

2.Analysisofstudents，existingcognitivebasisand

experience

Bydoingthistypeofwritingconstantlybefore,the

studentshavesomeunderstandingofthistypeofwriting,so

thestudentshavebeenfamiliarwiththetextform.Theguiding

learningplandistributedfirstgraduallyguidesstudentsto

perceivethetextcontent,obtainandanalyzethebasic

information.Atthesametime,thediversityofvocabularyand

sentencepatternsalsoneedtobeaccumulatedandsupplemented

toenrichthewholetext.Forstudents5lifeexperience,there

willbenodeviationintheiroverallconceptwhenthey

encountersuchproblems.Inparticular,thevideosintroduced

beforeclasswillhelpstudentsunderstandthemeansoftheaid.

3.Analysisofindividualdifferences

Theaboveanalysisarebasedontheanalysisofmost

students,andthescopecanbenarroweddown,whichcanbe

furtherdividedintothreecategories:

(1)Topstudent:Thearticleiseasytounderstand,andstudents

ofthislevelcananalyzethecharactersandsolutionswell.

Thevocabularyandsentencepatternscanbeusedcorrectly,but

therichnessneedstobeimproved.

(2)Averagestudents:Thereisnoprobleminunderstandingthe

article,butforthesestudents,thepsychologicalanalysisof

charactersneedstobeguided,andthevocabularyandsentence

patternsalsoneedconstantdevelopmentandguidance.

(3)Studentswithlearningdifficulties:Theycanbasically

fillinthebasicknowledgeoftheguidedstudyplanby

referringtothearticles.Thecharacters'personalityand

psychology,theuseofbasicvocabularyandsimplesentence

patternsneedtobeaccumulatedinadvance.Theydonothave

enoughtimetowriteinclass,sotheycandrawthearticleframe

andwritemaincontentinclass.

4.Analysisofdifficultiesinwriting

Thetextinterpretation,themesublimation,accuracyand

richnessoflanguagearetheweaklinksofstudents'writing.

Forexample,therearesomedifficultiesindescribingthe

directionofthecontentafterreading.Onlybyaccurately

masteringthemethodofpersuasionmentionedinthearticleas

wellastheactionandpsychologicaldescription,canstudents

completethefirstparagraphinclass,makingthecontentof

thearticlekeeptothepoint.

Part3Teachingaims

1.Tocultivatestudentstohaveaclearmapofthestructures

andobtainagoodunderstandingofthewholetext.

2.Toleadstudentstoanalyzethecharacteroftheauthorand

thechangingemotionsofTommyandtheauthorbeforeandafter

thedangeroussituation.

3.Toteachstudentshowtoassessapassageintermsofspecific

criteriaincludingcoherence,transition,content,language,

etc.

Part4Keypointsanddifficultpoints

Keypointsofthislesson:

First,grasptheplotdevelopmentdiagramofthetextas

awhole.

Second,thepsychologicalcharacteristicsofthe

charactersareanalyzedaccordingtotheiractions.

Third,accordingtothedevelopmentoftheplot,predict

thepossibilityofthestorytobecontinued.

Difficultiesofthisclass:

First,thecompletenessofthecontinuationandtheharmony

withthecontextoftheoriginaltext.

Second,theaccuracy,appropriatenessanddiversityofthe

vocabularyandgrammaticalstructuresused.

Third,thecohesionofthecontextandthecoherenceofthe

text.

Part5Teachingmethodsandstudyingways

Asafacilitator,Iinsisttheteachingprinciplesthat

teachersshouldcultivatestudents?autonomy,creativity,

independencyandinitiative.I'11mainlyuseTask-based

languageteachingmethods.I'11usepicturesandwordcards

tomakemyteachingmoreinterestingandletthestudentsto

getabetterunderstandingofthestructureofthepassage.

Weadvocateindependentlearning,cooperativelearningand

inquirylearningthroughstudents?observations.Students?

potentialshouldbecultivated,too.

Part6Teachingprocedure

1.Lead-in

Teacher'sactivity

(1)Talkfreelytostudentsandasktheirfeelings.

(2)Leadinthevideorelatedtoadepressionexperimentand

askthemiftheywerethedriver,whatwouldtheydotohelp

theman.

Students'activity

Watchthevideoandthinkaboutthesolutionstopersuadethe

man.

2.Readingthematerial

Teacher'sactivity

(1)Introducethebasicrequirementsoncontinuation

writing.

(2)Askstudentstolistsomeoftherequirementsonreading

skillsandteachthefivekeyelementsofastory.

(3)Introducetheplotmountainusedtostudents.

(4)Checktheanswersofthelearningpaperdonebeforeby

thefollowingparts.

?Readforthebasicinformation(WHO,WHEN,WHERE,WHAT)

?Readforthedevelopmentofthestory(Trytouse1or2

sentencesinthestorytosummarizeeachparagraph)

?Readtheclimaxofthestory

Students'activity

Completethepaperbeforeclassandchecktheanswerinclass.

3.Readingthegiveninformation

Teacher'sactivity

(1)Focusonthe10keywordsandaskstudentstoclarifythem,

makingthecontentkeeptothepoint.

(2)Focusonthe2sentencesandletstudentsmake

predictions.

(3)ReadTommy'sfeelingsandfindanadjectivetodescribe

it.

(4)Readtheauthor'spersuasionandsummarizethem.

Students'activity

Makepredictionsandsummarizethecharacters?emotion

andwaysofpersuasion.

4.Brainstorming

Teacher'sactivity

Listfourquestionsandhelpstudentstomaketheplot

accurate.

Students'activity

Discussingroupandwritethepossibleexpressionsonthe

blackboard.

5.Writing

Teacher'sactivity

(1)Introducethebasicrequirementsonwritingskills.

(2)Remindstudentsofusingalltheinformationonthe

blackboardandscreen.

Students'activity

(1)Readtherequirementsonwriting.

(2)Completethefirstparagraph.

6.Assessment

Usethecharttofinishself-evaluationandmutualevaluation.

7.Appreciation

Afterassessstudents'ownpassage,appreciatethemodel

essay.

8.Conclusion

Makeaconclusionofstepstocontinueastory.

9.Appreciateathemepoem

Loveisgiving.LoveisLiving.

Loveistakingsomeone'sload.

Lovehelpsthemalongtheroad.

Loveiscaring.Loveissharing.

Lovewillseekthebestforothers.

Lovetreatseveryoneasbrothers.

10.Assignment

(1)Continuetherestpartofthestory.

(2)Polishyourwritingwithpartners.

(3)Neatlycopyitdownonthepaper.

Part7Blackboarddesign

ContinuationWriting

Studentsexpressionsin

screentheprocessof

brainstorming

AnalysisofStudents

1.Analysisofstudents'psychologicalcharacteristics

Theteachingobjectsofthiscoursearestudentsofsenior

two.Theiremotionsareverymalleable,soitmaynotpossible

tomakeacomprehensiveanalysisofproblems.

2.Analysisofstudents'existingcognitivebasisand

experience

Bydoingthistypeofwritingconstantlybefore,the

studentshavesomeunderstandingofthistypeofwriting,so

thestudentshavebeenfamiliarwiththetextform.Theguiding

learningplandistributedfirstgraduallyguidesstudentsto

perceivethetextcontent,obtainandanalyzethebasic

information.Atthesametime,thediversityofvocabularyand

sentencepatternsalsoneedtobeaccumulatedandsupplemented

toenrichthewholetext.Forstudents'lifeexperience,there

willbenodeviationintheiroverallconceptwhenthey

encountersuchproblems.Inparticular,thevideosintroduced

beforeclasswillhelpstudentsunderstandthemeansoftheaid.

3.Analysisofindividualdifferences

Theaboveanalysisarebasedontheanalysisofmost

students,andthescopecanbenarroweddown,whichcanbe

furtherdividedintothreecategories:

(1)Topstudent:Thearticleiseasytounderstand,and

studentsofthislevelcananalyzethecharactersandsolutions

well.Thevocabularyandsentencepatternscanbeused

correctly,buttherichnessneedstobeimproved.

(2)Averagestudents:Thereisnoprobleminunderstanding

thearticle,butforthesestudents,thepsychologicalanalysis

ofcharactersneedstobeguided,andthevocabularyand

sentencepatternsalsoneedconstantdevelopmentandguidance.

(3)Studentswithlearningdifficulties:Theycan

basicallyfillinthebasicknowledgeoftheguidedstudyplan

byreferringtothearticles.Thecharacters'personalityand

psychology,theuseofbasicvocabularyandsimplesentence

patternsneedtobeaccumulatedinadvance.Theydonothave

enoughtimetowriteinclass,sotheycandrawthearticleframe

andwritemaincontentinclass.

4.Analysisofdifficultiesinwriting

Thetextinterpretation,themesublimation,accuracyand

richnessoflanguagearetheweaklinksofstudents'writing.

Forexample,therearesomedifficultiesindescribingthe

directionofthecontentafterreading.Onlybyaccurately

masteringthemethodofpersuasionmentionedinthearticleas

wellastheactionandpsychologicaldescription,canstudents

completethefirstparagraphinclass,makingthecontentof

thearticlekeeptothepoint.

學(xué)情分析

1.學(xué)生心理特點(diǎn)分析

本課的授課對象為高二學(xué)生，情緒情感有很大的可塑性，對于問

題不一定能全面的進(jìn)行分析。

2.學(xué)生已有的認(rèn)知基礎(chǔ)及經(jīng)驗(yàn)分析

之前通過不斷的做題，學(xué)生對該類型題目有所了解，故而學(xué)生已

經(jīng)熟悉了文本形式。先行下發(fā)的導(dǎo)學(xué)案，逐步引導(dǎo)學(xué)生感知文本內(nèi)容,

獲取和分析了基本信息同時，詞匯與句式的多樣性也需要一定的積累

與補(bǔ)充，才能使整個文本更加充實(shí)。對于學(xué)生生活經(jīng)驗(yàn)來說，遇到該

類救人問題，整體觀念不會存在偏差，尤其課前導(dǎo)入的視頻更加幫助

學(xué)生理解援助的手段及方式。

3.個體差異的分析

上述是基于大多數(shù)學(xué)生進(jìn)行分析，縮小范圍，我們又可以將其細(xì)

化為三類：

(1)優(yōu)等生：文章理解較為容易，能夠很好的分析人物的性格和解

決方式，詞匯和句型能夠正確使用，但是豐富性待提高。

(2)中等生：文章的理解沒有問題，但是人物的心理分析需要引導(dǎo)，

對于所用的詞匯和句型需要不斷的開發(fā)與引導(dǎo)。

(3)學(xué)困生：導(dǎo)學(xué)案的基礎(chǔ)知識對照文章能夠基本填寫，人物的性

格與心理，基本詞匯和簡單句型的使用需要提前積累，課堂寫作時間

較不充分，能夠在課堂上繪制文章框架和基本段落寫作。

4.寫作難處的分析

層次的文本解讀，主題升華和語言的準(zhǔn)確性和豐富性是學(xué)生寫作的薄

弱環(huán)節(jié)。比如學(xué)生在讀后續(xù)寫內(nèi)容的方向上還存在一定的困難，課堂

所寫的第一段內(nèi)容，文章提及的說服方法以及動作和心理描寫要準(zhǔn)確

把握，才能使文章的主題不偏離。

效果分析

1.導(dǎo)入部分

日常聊天的形式，讓學(xué)生在輕松的氛圍中進(jìn)入本節(jié)課，通過心情

的提問，對比展現(xiàn)一段街頭采訪的視頻，很好的將文章內(nèi)容以視覺方

式呈現(xiàn)，直接引起學(xué)生們情感上的沖擊，隨后通過提問“Ifyouare

thedriver,whatwouldyoudo?",讓學(xué)生首先通過日常經(jīng)驗(yàn)，首

次達(dá)到情感的塑造。本部分的視頻很好的吸引了學(xué)生的注意力，學(xué)生

們很快融入并參與到課堂中來。

2.文本解讀

(1)該部分首先通過閱讀技巧，學(xué)生了解如何讀，通過哪幾方面

閱讀文本。通過課前學(xué)案導(dǎo)學(xué)，學(xué)生進(jìn)行了“課前略讀”，獲得文本

的基本要素的相關(guān)信息和文章大意的理解，同時，做好基本要素的梳

理。

(2)隨后，通過課堂對plotmountain的重點(diǎn)解讀，按時間順序

發(fā)展，不同時間的事件線索和情感變化線索貫穿全文脈絡(luò)。通過事件

的發(fā)生順序和人物的情感，清理文章主要情節(jié)，梳理語篇內(nèi)容的推進(jìn)

方向。止匕外，思考原文寫作視角，體會原文的各種動作描寫來表達(dá)情

感，為續(xù)寫做鋪墊。

(3)找尋文本的高潮點(diǎn)，分析此刻人物的心理及時刻的危機(jī)。

3.續(xù)寫預(yù)測

基于續(xù)寫的難度，保留原下劃線詞匯的選擇，使不同層次學(xué)生都

能夠有詞所用。通過對續(xù)寫第一段落的首句，抓住關(guān)鍵信息，預(yù)測即

將發(fā)生的兩個結(jié)果。再根據(jù)第二句推斷選擇結(jié)果之一。再一次通過對

文章作者說服的方法總結(jié)、Tommy情緒的變化以及就接下來故事可能

的發(fā)展設(shè)置問題鏈，使學(xué)生一步步深入理解故事的發(fā)展脈絡(luò)。靜心搭

建的支架對學(xué)生的思路有一定的導(dǎo)向性，學(xué)生與原文的作者產(chǎn)生共鳴。

頭腦風(fēng)暴環(huán)節(jié)，寫下問題所能使用的詞匯及句型，學(xué)生在寫作時更容

易下筆。

4.續(xù)寫故事

根據(jù)前面寫作內(nèi)容、語言和邏輯的鋪墊，學(xué)生課堂實(shí)踐，因時間限

制考慮只進(jìn)行并且完成了第一段的寫作。

5.評析文章

通過自評表，首先對自己的文章有初步的剖析。通過評價同伴作

品，學(xué)生更能理解讀后續(xù)寫要注意的寫作要點(diǎn)。同時，這也有助于學(xué)

生改進(jìn)自己的續(xù)寫作品。通過一起賞析，進(jìn)一步總結(jié)和知道續(xù)寫的步

驟與注意事項(xiàng)。

6.情感升華

文章剖析與寫作后，通過老師分享的詩，更好的對學(xué)生情感進(jìn)行

塑造，成功將本堂課推向高潮。

AnalysisofTeachingMaterial

Thisarticleisacontinuationofoneofthewriting

questionsinthecollegeentranceexamination.Thereading

materialprovidedisanarrativeessay.

Thisdesignfocusesontheoverallintegrationofcontent,

thinkingandlanguage.Theprocessimplementstheprocessof

readingandwritingfromtheaspectsoflearningobjectives,

readingmethods,articleinterpretation,information

processingandwritingskills.Basedonthestructureofthe

text,themainlineofbasicinformation-mainplot

development-climaxissortedout.Then,throughtheprompt

wordsandthefirstsentenceofthesecondparagraph,itis

reasonabletoinferthewaytheauthorsavedTommyinthefirst

paragraphandthechangesofthecharacters5inneremotions.

Atthesametime,byanalyzingthecharacteroftheauthorand

Tommy?sbeingpersuadedtointroduceanotherdarklineofthe

articletohighlightthetheme-trustbuildingandcare

betweenpeople.

Keypointsofthislesson:

First,grasptheplotdevelopmentdiagramofthetextas

awhole.

Second,thepsychologicalcharacteristicsofthe

charactersareanalyzedaccordingtotheiractions.

Third,accordingtothedevelopmentoftheplot,predict

thepossibilityofthestorytobecontinued.

Difficultiesofthisclass:

First,thecompletenessofthecontinuationandtheharmony

withthecontextoftheoriginaltext.

Second,theaccuracy,appropriatenessanddiversityofthe

vocabularyandgrammaticalstructuresused.

Third,thecohesionofthecontextandthecoherenceofthe

text.

教材分析

本文是高考寫作題型之一的讀后續(xù)寫，所提供的閱讀材料是一篇

記敘文。

本次的設(shè)計關(guān)注內(nèi)容、思維和語言三者的整體融合，從學(xué)習(xí)目標(biāo)、

閱讀方法、文章解讀、信息處理、寫作技巧等方面，落實(shí)讀寫過程。

對于文章內(nèi)容解讀從篇章結(jié)構(gòu)出發(fā)，梳理出了basic

information-mainplotdevelopment-climax這■條主線，再通過

提示詞與所給第二段首句，順理成章的推斷出第一段為作者救助

Tommy的方式，以及出場人物的內(nèi)心情緒變化。同時通過剖析作者耐

心的性格，面臨危機(jī)仍說服Tommy,更加引入文章的另一條暗線而突

出主題一一建立人與人之間的信任與關(guān)愛。

本堂課的重點(diǎn)：第一，整體把握文本的情節(jié)發(fā)展脈絡(luò)圖。第二,

根據(jù)文本人物的動作，分析人物心理特點(diǎn)。第三，根據(jù)情節(jié)的發(fā)展,

預(yù)測所需續(xù)寫的故事可能性。

本堂課的難點(diǎn)：第一，續(xù)寫的完整性以及與原文情境的融洽度。

第二，所使用詞匯和語法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性。第三，上

下文的銜接和全文的連貫性。

ContinuationWriting

[Learningaims]

1.Studentswillbeabletohaveaclearmapofthestructuresandobtainagood

understandingofthewholetext.

2.Studentswillbeabletoanalyzethecharacteroftheauthorandthechanging

emotionsofTommyandtheauthorbeforeandafterthedangeroussituation.

3.Studentswillbeabletolearnhowtoassessapassageintermsofspecific

criteriaincludingcoherence,transition,content,language,etc.

閱讀下面短文，根據(jù)所給情節(jié)進(jìn)行續(xù)寫，使之構(gòu)成一個完整的故事。

ItwaslastMay,andmyhusband,David,andIweretakingourdogJoeyfor

hiseveningwalk.Wewereonourwayhome,headingtowardsabridge,whenI

heardsomestrangenoiseahead.

Asweapproached,duskwasstartingtofallandIcouldseeafigureonthe

ground,uncomfortablyclosetothewall.Itwasayoungman,clearlyingreatpain,

cryingandshouting,andhiswholebodywasshaking.Iwasshocked,and

suddenlyawareoftheserioussituation.Thebridgeranoverahigh-speedtrain

trackandwasawell-knowndeathtrap.Alocalfamilyhadlosttheirteenagerin

thatexactplaceafewweeksearlier.

DavidandIexchangedglances.Therewasnoonearound.IknewI

wouldn'tbeabletolivewithmyselfifhisdeathwasreportedthenextdayand

rddonenothing.

Iinchedtowardsthefigure,andJoeyfollowedquietlyonmyside.Iasked

theyoungmanifIcouldsitdown,andthenloweredmyselfontotheground

oppositehim.Itriedafewgentlequestions:"Whafsyourname?Howoldare

you?Whatdoyoudo?”Hisanswerswererathersimple:"Tommy.23.

Computers."

“AreyouOK?"Iasked,"No.I'mnot!"heshoutedback.Hesaid

somethingaboutabetrayal（背叛），andnotknowingwhattodo.Hisemotions

（情緒）werechangingwildly.Itriedtopersuadehimandmakeaconnection,

askinghimwherehewenttocollege,andpretendedtobedelightfulasItold

himmysonhadstudiedthere,too.IevenfoundmyselftellingthestoryofNeil

Laybourn,whohadtalkedamandownfromWaterlooBridgeinLondon.

“They'regreatfriendsnowandhaveevenrunamarathontogetherfor

charity,"Isaid,"Whoknows?Thatcouldbeus."Iwastalkingwildly,saying

anythingtocalmhismooddownandtoconvincehimIwasapersonwhocared

abouthim,andhislifestillmattered.ThenIheardthesoundofatraininthe

distanceandknewthechallengetimewascoming.

注意：

1.所續(xù)寫短文的詞數(shù)應(yīng)為150左右；

2.至少使用5個短文中標(biāo)有下劃線的關(guān)鍵詞語；

3.續(xù)寫部分分為兩段，每段的開頭語已為你寫好；

4.續(xù)寫完成后，請用下劃線標(biāo)出你所使用的關(guān)鍵詞語。

Paragraph1:

/knew/hadtotryharder.

Paragraph2:

Sensingthedangerpassed,/suggestedhephonehisparents.

[Task1]Finishtheplotmountain.

Beginning

(DCharacter____________________

?Setting_______________________

③Problem___________________

Ending

「Character:

BeginningSSetting:_

Problem:

Development

Character+Action

Climax

[Task2]Classifythe10underlinedkeywords.

JoeyBridgeayoungmancrying

shocked

rCharacter:

Placeandtime:

Action:_______________________________________________________________________________________

Concretewords:_____________________________________________________________________________

Abstractwords:______________________________________________________________________________

[Task3]Brainstorming

Group1:HowdidtheauthorpersuadeTommy?Inwhatways?

Group2:What'sTommy'sreaction?

Group3:What'smyfeeling?

Group4:WhataboutJoey?

[Task4]Selectatleastfiveunderlinedkeywords,inferpossibleplotsand

completethefirstparagraph.

Paragraph1:

/knew/hadtotryharder.____________________________________

[Task5]Selfevaluationandmutualevaluation.

Grade54321

standard

1.coherence

2.transition

3.content

4.language

5.structure

6.handwritin

g

7.punctuatio

n

8.keywords

[Conclusion]Stepstocontinueastory.

[Assignment]

1.Continuetherestpartofthestory.

2.Polishyourwritingwithpartners.

3.Neatlycopyitdownonthepaper.

Reflectiononthisclass

1.Readthroughthetexttogetthegeneralidea

Effectiveinputisthepremiseandguaranteeofeffective

output.Guidedlearningplandesignedelaboratelycanwellmeet

theneedsofstudentsatalllevelstounderstandthetextwell.

Inthispart,allthestudentshaveagoodgraspofthemain

ideaofthepassage.

2.Brainstormanddesign

Brainstormingenablesstudentstoexpresstheiropinions,

realizethecollisionofthinkingandexchangeofideasand

bringconfidencetowritinginEnglish.Oneofthereasonswhy

manystudentsareatalossisthattheyhavenoideawhatto

write,howtowrite,orhowtobetterenrichtheirlanguage.

Inthisprocess,studentsdividethework,cooperatewitheach

otherandlearncooperatively.Iincarnatedtheaudienceto

understandthedevelopmentoftheplot,activelyguidedthe

studentstouseunderlinedwords,andeffectivelyconnectsthe

openingwordsofthetwoparagraphs.

3.Clearyourlogicandmodifyyourlanguage

Thispartisnotaperfectoneinthisclass.Intheaspect

oflogicarrangement,theprogresswasverysmooth,andthe

studentshadanaccurategraspofthecontentofthe

continuation,buttherichnessofthelanguagewasnotwell

constructed,resultinginarelativelysimpleoutputof

vocabularyandsentencepatterns.Atthesametime,inthe

processofmutualevaluation,onlytheparticipationof

studentswasconsidered.Therefore,iftheessaysofstudents

ofthreelevelsaredisplayed,theeffectofteachingwillbe

better,accordingtotheiraptitude

Therefore,inthelaterteachingprocess,Ishouldreturn

totheoriginalfeaturesoflanguageappropriatelyandguide

studentstopayattentiontotheintegrityoflanguage.The

specificoperationincludeincreasingthetrainingofsentence

constructionorimitationwriting,encouragingstudentsto

mastersentenceexpressionthroughpractice,avoidingpassive

acceptanceorcopyingmechanically,cultivatingstudents'

self-correctionability,andatthesametimefocusingonthe

explanationofcommonproblems.Ina