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小学教师在语文教学中的几个误区及改革政策。误区一:听,课堂上经常是学生被动地听老师讲,出现“不讲不学,少讲少学,多讲多学”的局面,认为讲的精彩才是好课,忽视了学生听课的效果。误区二:说的形式单一,老师提问,学生回答,只知其然,不知其所以然,或者是老师说,包办代替。误区三:读课文只单纯作为一个教学环节,不深究读书的目的。而读是学生学习语文的一个关键因素。误区四:写,是书面语言,语文教学中有时把读和写看作不相联系,把阅读和写作教学割裂开来,课堂中随时练写的训练几乎没有。
Several Misunderstandings and Reform Policies of Primary School Teachers in Chinese Teaching. Misunderstanding 1: Listen, the classroom is often students passively listen to the teacher to speak, appeared “do not speak no school, speak less about learning, talk more and learn ” situation, that the wonderful is a good lesson, ignoring the students The effect of lectures. Misunderstanding 2: That the form of a single, the teacher asked questions, students answer, only know it, I do not know why, or the teacher said, arranged instead. Misunderstanding 3: Reading text simply as a teaching link, do not go into the purpose of reading. Reading is a key factor for students to learn Chinese. Myth # 4: Writing is a written language. Reading and writing are sometimes seen as irrelevant in Chinese teaching. Reading and writing teaching are separated. There is almost no training at any time in the classroom.