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在以前的传统教学背景下,教师一直主宰着教学课堂,学生在课程中发挥的作用只是一个旁观者,被动的接受知识,这对提升学生的学习能力没有积极的促进作用。因此,教师在教学课堂设计过程中,要注重对学生的思维培养,调动课堂教学气氛,让教学过程变得生动起来。很多时候家长都会抱怨孩子在小学语文课堂中收获甚微,甚至认为学生良好的语文修养在学生的学习过程中没有显著地作用。针对这种普遍存在的问题,教师首先要重视对学生语文学习能力的培养,很多学生在小学语文学习阶段没有养成良好的语文学习习惯,导致自己的综合语文修养没有得到显著地提升。随着新课程改革的不断推进,新课改背景下的教学要求对学生的主体性作用提出了更高的要求,学生不单纯只是教学过程中的参与者,更是教学过程中的主导者,很多教学环节的设计要本着学生的实际情况为基本目标。对此,教师要尽量将课堂教学设计得更加符合学生具体的学习情况,让学生可以根据自己的语文学习水平来设定一系列学习任务。
In the former traditional teaching background, teachers have dominated the teaching classroom, the students play a role in the curriculum is only a bystander, passive acceptance of knowledge, which enhance students’ learning ability without a positive role in promoting. Therefore, teachers in the process of teaching design, pay attention to the training of students thinking, to mobilize the classroom teaching atmosphere, so that the teaching process becomes vivid. In many cases, parents complain that their children have not benefited much from the Chinese class in primary school. They even think that good language proficiency of students does not play a significant role in the learning process of students. In response to this ubiquitous problem, teachers should attach importance to the cultivation of students’ language learning ability. Many students fail to develop good language learning habits in the primary language learning stage, leading to their lack of significant improvement in comprehensive Chinese accomplishment. With the continuous advancement of the new curriculum reform, the teaching requirements in the context of the new curriculum reform put forward higher requirements on the subjective role of students. Students are not merely participants in the teaching process, but also the leaders in the teaching process. Many aspects of teaching design should be based on the actual situation of students as the basic goal. In this regard, teachers should try to classroom teaching designed to better meet the specific learning situations, so that students can set a series of learning tasks according to their level of language learning.