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综观当前阅读教学课例,不少教师多以关注文本的语言内容、表达形式,强化读写结合来展现“语用”教学。但不难发现,课堂上学生的表达常呈现出“碎片化的理解感悟”。笔者针对当前课堂常用的三种“语用”表现形式,以《天鹅的故事》(苏教版四下)为例进行问题解析,并尝试运用言语翻转教学策略提出改进意见,与广大一线教师进行探讨。言语翻转,是指通过教师引导学生对文本语言的习得,获取和积累一定的语言材料,感悟文本表达情境,在教师言
Looking at the current reading teaching examples, many teachers are more concerned with the text of the language content, expression, enhanced reading and writing to show “pragmatic ” teaching. However, it is not difficult to find that the expression of students in the classroom often shows “fragmented comprehension ”. The author analyzes three kinds of “pragmatic” expressions commonly used in the present classroom and takes the story of “Swan” as an example to analyze the problems. At the same time, Teachers to explore. Flip, refers to the teacher through the acquisition of text to guide students to acquire language, access to and accumulation of certain language materials, sentiment text expression context, the teacher said