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一、小学阅读课堂教学结构概述教学结构的拟定,取决于多种因素。教学结构的研究是一项相当艰巨而复杂的工作。然而以往将小学阅读课堂教学结构的设计,只看成是一种简单的线性过程,即设计教学程序只体现教的活动,而未体现教师如何教会学生学习的活动,以及学生如何主动地、独立地吸收知识,包括学生对教师提供的信息如何进行了选择、分辨、取舍的活动。究其原因,是对小学阅读课堂教学系统各个要素间的有机联系的忽视。小学阅读课堂教学系统既随着时间的推移表现为一定的教学程序、教学环节的顺序以及各个环节在时间上的分配,它也在空间上反映出语文教师、学生、语文教材这三个基本要素的地位、作用以及相互关系。请看下图:
First, an overview of primary school classroom teaching structure The formulation of teaching structure, depends on many factors. The study of teaching structure is a rather arduous and complex task. In the past, however, the design of classroom reading structure in primary school was only regarded as a simple linear process. That is, the design teaching program only reflects the teaching activities, but does not reflect the teachers' activities of teaching students how to learn and how the students are proactive and independent To absorb knowledge, including the information provided by teachers on how to choose, distinguish, choose activities. The reason is that the organic links between the various elements of classroom teaching system in primary school are neglected. The primary reading classroom teaching system shows both the teaching procedure, the order of the teaching steps and the time distribution of each link as time goes by. It also reflects the three basic elements of Chinese teachers, students and Chinese teaching materials in space Status, role and relationship. Please see below: