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现结合我在西藏日喀则市职业技术学校多年教授汉语文的经验,就汉语文语言教学的制约性因素和应对策略,作一下浅显的探讨。一、影响汉语文教学质量提高的制约性因素1.固定的教学思想与模式制约了教学质量的提高。在传统的课堂教学中,教学以知识传授为主,学生被动地接受知识,学生的主体意识、参与意识不强,对课堂学习的兴趣不高,导致在课堂中理解、吸收、消化教师的教授内容效果差。教学思想和模式的固定化,教学方法的单一性,缺少创新的“填鸭式”课堂教学,
Based on my experience in teaching Chinese at Shigatse Vocational and Technical College in Tibet for many years, I make some brief discussions on the restrictive factors and coping strategies for teaching Chinese as a language. First, the restrictive factors that affect the quality of Chinese teaching 1. Fixed teaching ideas and patterns have restricted the improvement of teaching quality. In the traditional classroom teaching, teaching is based on knowledge transfer, students passively accept knowledge, students’ subjective awareness, participation is not strong, interest in classroom learning is not high, leading to the understanding, absorption, digestion of teachers in the classroom Poor content. The immobilization of teaching ideas and patterns, the unity of teaching methods, the lack of innovative “spoon-fed ” classroom teaching,