过去在长课文教学上,曾经产生过不少的偏向: 一、认识读讲法就是要学生读一段,老师提一串问题,然后由学生再读,如此反复循环。这种方法,教的感到乏味,学的也感到枯燥。有时甚至因为在备课本上写的问题多了,但在课堂上生怕学生答不出躭误时间,完成不了教学计划,爽性自问自答,成了变相的串讲。老师口若悬河,滔滔不绝,学生听之藐藐,毫无所感,根本谈不上起教育作用。二、对“不同教材要采用不同教法”体会错误,以为教文艺性课文,不管长短,一定要朗读全文,才叫从整体到部分;教科学性课文就一定是从部分到整体,其实,如三年级课文“象救主人”就可用文艺性 In the past, there have been a lot of biases in the teaching of long texts: First, recognizing that reading is to ask students to read a paragraph, the teacher asks a string of questions, and then the students read it again, and so on and on. This method is boring to teach, but also boring to learn. Sometimes even because of the problems in preparing textbooks, students are afraid that they can’t complete the teaching plan in the classroom. They can’t complete the teaching plan and they can ask for themselves and become disguised. The teacher eloquently talked about it, and the students couldn’t stop it. The students couldn’t listen to it and felt nothing. Second, the “different teaching materials to use different teaching methods” experience errors, that teaches literary texts, regardless of length, we must read the full text, it is called from the whole to part; teaching science of the text must be from part to whole, in fact, If the text of the third grade, “Like the Savior,” can be used for literature and art