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对不同的课文要采取不同的教法,这句话无疑是正确的。但长期以来,在小学语文教学中,这一问题尚未引起足够的重视。一篇课文拿上来,总是教字词、初读课文、分段、逐段讲读、概括段落大意、总结中心思想和写作特点……久而久之就形成了二套程式教法,缺乏应有的变化,学生感到没有兴味。近年来,我们就在讲读教学中如何打破逐段讲读这一程式化教法做了一些尝试,现介绍如下: 一、从释题入手。 文章的题目,往往就是课文的中心所在,教学可以直接从释题入手。如《奇异的琥珀》一文,教师在帮助学生搞清楚:“琥珀”和“奇异”这两个词的意思和“奇异的琥珀”的含义以后,要求学生认真读课文,找出课文哪一段是着重写这块琥珀的“奇异”的?(最后一个自然段)这块琥珀是什么样子的?“奇异”在哪里?学生通过仔细阅读、讨论得出:两个小东西仍旧“好好地趴着”,可以看见它们
To different texts to take a different approach, this sentence is undoubtedly correct. However, for a long time, this problem has not drawn enough attention in Chinese teaching in primary schools. A text to get up, always teach words, first reading text, segmentation, paragraph by paragraph to read, summarize the passage to the effect of summarizing the central ideology and writing ... ... over time formed two sets of programming methods, the lack of due Change, students feel no interest. In recent years, we have done some attempts on how to break the programmatic teaching of reading one by one in the teaching of reading, which is described as follows: First, starting from the explanation of the title. The title of the article, often the center of the text, teaching can start directly from the title. Such as “strange amber,” a text, teachers help students to find out: “Amber” and “strange” the meaning of these two words and the meaning of “bizarre amber” after the students are asked to read the text carefully to find out what the text is Focusing on the amber’s “bizarre” (the last paragraph) What is this amber? Where is the “bizarre”? Students read carefully and discussed that the two little things are still “lying well” With ", you can see them