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在传统的应试教育制度下,学生往往会成为知识的被动接受者,学生接受的知识完全取决于老师教授什么。如此的语文教学中,学生的大脑完全成为知识的存储装置,这样就忽视了学生在语文学习中的主体地位,在埋没学生学习潜力的同时,更忽视了课堂教学中学生的创造力与交互作用。由此一来,学生在学习时,往往效率低、时间长,从而导致吃力不讨好情况的出现。
Under the traditional exam-oriented education system, students tend to become passive recipients of knowledge, and the knowledge the students receive depends entirely on what the teacher is teaching. In such Chinese teaching, the students’ brains completely become the storage device of knowledge, thus neglecting students’ dominant position in language learning and ignoring the students’ creativity and interaction while immersing students in learning potential. As a result, students often learn inefficient, long time, leading to difficult to thank the emergence of the situation.