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课堂生态观,从全新的角度审视了传统的课堂教学观,对我们来说不啻是一声棒喝,至少,它能给视语文为单纯的“工具”反复操练,以达到应试目的的语文教学以全新的冲击。以下我尝试用几则实践案例来诠释生态语文课堂。一、生态语文课堂:让学习丰富多彩案例:一年级下册课文的第一组“美丽的春天”学习了“美丽的春天”这组课文之后,让孩子们去寻找与春天有关的内容,如诗词、歌曲、图片、文章等。首先,去生活中寻找春天:“春天来了,我要看看农民伯伯是怎样春耕的?”“春天来了,我
The concept of classroom ecology, from a new perspective, examines the traditional view of classroom teaching, which is not bad for us, at least, it can give language teaching as a simple ”tool“ to practice repeatedly to achieve the target language teaching With a new impact. Below I try to use several practical cases to interpret the ecological language class. First, the ecological language class: let learning rich and colorful Case: the first group of the first grade textbook ”beautiful spring “ After learning ”beautiful spring “ This group of texts, let the children to find and spring related The content, such as poetry, songs, pictures, articles and so on. First of all, go to life looking for spring: ”spring is coming, I want to see how peasant uncle is plowing? “ ”Spring is coming, I