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语文教科书中,将课文分为精读课文、略读课文、选读课文三类。随着年级的升高,新教材逐步增加略读的分量,精读相对减少,至高年级段,略读课文与精读课文平分秋色。但长期以来,由于略读课文不列入考试范围,教师在平常的教学中,往往重视精读课文的教学,而忽视了略读课文的教学和研究,他们熟悉精读课文的教法,而对略读课文的教学目标、教学策略较为模糊。叶圣陶先生曾经说过:“就教学而言,精读是主体,略读
Chinese textbooks, the text is divided into intensive reading texts, skimming texts, reading texts three categories. As the grade increases, the new textbooks gradually increase the amount of skimming, relative reduction in intensive reading, senior grade, skimming texts and intensive reading texts. However, for a long time, because the skipped texts are not included in the examination range, teachers often emphasize the teaching of intensive reading texts in normal teaching, while ignoring the teaching and research of skimming texts. They are familiar with the teaching of intensive reading texts. Reading teaching objectives, teaching strategies are more vague. Mr. Ye Shengtao once said: ”In terms of teaching, constipation is the main body, skimming