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众所周知,教与学是一个相互依存的关系,若不提升学生的学习能力则只能使他们陷入到被动接受信息的局面,这不仅将增大教师的教学压力,也难以提升课堂教学质量。说到这里又出现一个问题,即如何理解小学生学习语文的能力呢,或者说“能力”的构成要素是什么呢。笔者认为,这里也存在着该能力是先天形成还是后天培养的讨论。对此,抛开少部分具有语文学习天赋的学生不论,大部分小学生仍需要在后天得到培养,特别是在非智力因素上给予引导。
As we all know, teaching and learning is an interdependent relationship. If we do not improve our students ’learning abilities, we can only get them into the situation of passive acceptance of information. This will not only increase teachers’ teaching pressure but also improve the quality of classroom teaching. Here comes another question, that is, how to understand pupils’ ability to learn Chinese, or what are the elements of “competence”? The author believes that there is also a discussion of whether this ability is inherently formed or nurtured. In this regard, aside from a small number of students with language learning talent, most primary school students still need to be trained in the day after tomorrow, especially on non-intelligence factors.