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去年三月,我受湖北省教育厅的委派到新加坡培华长老会小学华语教学交流,一晃七个多月过去了。在华文教学中,我发现新加坡的华文教学有“两多”“两少”的现象,即教师讲得多,孩子听得多;教师读的少,孩子说得少。国内语文教师都知道,作为语文教学,朗读是很关键且重要的一环,任何一种语言的学习都离不开朗读,华文学习也不例外。怎样提高新加坡孩子的华文朗读能力呢?通过和新加坡教师的交流及与新加坡孩子的磨合,在几个月的华文教学实践中,让学生在学习华文中逐步学会了朗读、喜欢上了朗读,形成了一个书声琅琅的华文课堂。
In March last year, I was delegated to the Peihua Presbyterian Primary School in Singapore by the Department of Education of Hubei Province for teaching Chinese. It took more than seven months to pass. In Chinese teaching, I found that there are many “two mores” and “two fewers” in Chinese teaching in Singapore. That is, teachers talk more and children hear more; teachers read less and children say less. Domestic language teachers all know that as a language teaching, reading is a key and important part of any language learning can not be separated from reading aloud, Chinese learning is no exception. How can we improve the Chinese reading ability of Singaporean children? Through the exchange of teachers and Singaporean children and the Singaporean children’s practice, in the months of Chinese teaching practice, students are allowed to gradually read aloud in learning Chinese and like reading aloud An euphemistic Chinese class.