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一、捕捉词语,学以致用读写结合,应贯穿低年级教学始终。教师应利用文本资源,引导学生联系上下文和生活经验,理解语言,积累语言,丰富语言积累。同时,创设语用情境,引导学生在具体的语境与生活情境中,恰当运用积累的语言作准确、恰当地表达。如教学《鸟岛》一课,可以用图片展示、教师语言帮助学生形象了解“陆续”意思:今天,一群鸟儿飞来鸟岛;第二天,
First, to capture words, learn to use read and write combined, should be taught throughout the lower grades. Teachers should use the text resources to guide students to contact the context and life experience, understand the language, accumulate language, enrich the language accumulation. At the same time, to create a pragmatic context, to guide students in the context of specific context and life, the proper use of accumulated language for accurate and appropriate expression. Such as teaching “Bird Island” lesson, you can use the image display, the teacher language to help students understand the image of “one after another” means: Today, a group of birds fly Bird Island; the next day,