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鉴于目前阅读教学现状,就教师如何调动自身的学、识、情、才,努力改变低效的语文课堂教学,使学习变成一件充满快乐、富有成就感的趣味性活动,也使课堂教学更加契合《语文新课程标准》的理念,笔者尝试着作一探讨。首先,针对费时低效的阅读教学,发现三大症结:一是教学空间的过分封闭;二是阅读兴趣的逐渐淡薄乃至丧失;三是阅读评价的系统缺失。接着,正本清源,更新教学理念,激发与保护学生追求知识的愿望,诱导学生在阅读课文的过程中有所发现。再次,以执教古典诗歌《关睢》和朱自清《背影》以及汪曾祺的乡土风情散文《端午的鸭蛋》等文学作品为例,来诠释局部性调整和整体性调整这两种具体策略:局部性调整指腾出较短时段处理好预料之外的情况实现生成,然后迅速回到预设上去,完成预定的教学目标;整体性调整指在课正要开始或中途产生生成的火花后,教师把整堂课或课堂余下的时间全部不按预设行进而是让给生成。行文最后归结到教师的教学艺术如何地涵养问题。
In view of the present situation of reading teaching, how can teachers change their learning, knowledge, affection and talent in order to change inefficient Chinese classroom teaching so as to turn learning into a fun and full of fun activities and make classroom teaching More fit “the new language curriculum standards” concept, I try to work a discussion. First of all, for the time-consuming and inefficient reading teaching, we found three major problems: First, the teaching space is too closed; Second, reading interest gradually diminished or even lost; Third, the lack of reading evaluation system. Then, the original Qingyuan, updated teaching philosophy, to stimulate and protect the desire of students to pursue knowledge, to induce students to find the course of reading the text. Thirdly, this paper explains two specific strategies of partial adjustment and overall adjustment by coaching the literary works of classical poems Guan Yu and Zhu Ziqing, as well as Wang Zengqi’s folk-custom essay “The Dragon Boat Duck”: Local Adjustment Refers to the release of a shorter period of time to deal with unexpected circumstances to achieve the generation, and then quickly return to default up to complete the scheduled teaching objectives; overall adjustment refers to the class is about to begin or halfway generated sparks, the teacher put the whole Classroom or the rest of the class all the time not to let go but to generate. The final conclusion is that the teaching of teachers how to conserve the problem.