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语文综合性学习是《语文课程标准》在原《语文教学大纲》基础上提出的唯一的新教学板块,在教学中强调自主合作探究学习方式的运用,强调语文知识学以致用,强调学生听说读写等语文能力的整合,强调语文学科与其他学科的整合,强调语文学习与社会生活的整合,强调促进学生语文素养的整体推进和全面发展。其承载着在语文实践领域引导学生学会学习,学会搜集处理信息,学会分析解决问题,学会合作探究的目标要求。但在具体的教学实践中,语文综合性学习这一新课改的最大亮点却成了最大盲点。盲点一:综合性学习如何做到常态化?教师之所以对综合性学习心存畏惧,在于没有树立综合性学习常态化的理念,总以为综合性学习就是开展一次大活动,从而感觉增添了教学负担和学生负担,事实上综合性学习本身就是在语文教学内容中常态存在的。
Comprehensive Chinese language learning is the only new teaching module proposed by the Chinese Language Curriculum Standards on the basis of the original Chinese Syllabus. It emphasizes on the independent cooperation in teaching to explore the application of learning styles, emphasizing the practical use of Chinese knowledge and emphasizing the students’ Writing and other language ability integration, emphasizing the integration of other language disciplines and other disciplines, emphasizing the integration of language learning and social life, emphasizing the promotion of students’ overall accomplishment of language literacy and all-round development. It bears the goal of guiding students to learn in the field of language practice, learning to collect and process information, learn to analyze and solve problems and learn to explore cooperation. However, in the specific teaching practice, the biggest highlight of the new curriculum reform of Chinese integrated learning has become the biggest blind spot. Blind spot one: comprehensive learning how to be normalized? The reason why teachers are fearful of comprehensive learning is that they do not establish the concept of comprehensive normalization of learning, always think that comprehensive learning is to carry out a major event, which adds to the teaching Burden and student burden, in fact, comprehensive learning itself is the language teaching content in the normal.