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近年来,小学语文教学比较重视说话训练,孩子们从一年级开始训练,思维、语言都得到发展。到了二年级,大都能说好一段话或口述一件简单的事。如何利用说话训练带来的这个优势,在说话训练的同时培养学生的写话能力,解决由说到写的过渡,已经成了当前低年级语文教学十分有探讨价值的新课题。基于以上认识,自1985年上学期起,我们在一年级一个班围绕“以说领先,从说到写,加速培养学生写话能力”的专题,进行了低年级语文教学试验.一、制定说、写训练要求,明确训练序列。根据教学大纲有关说、写的要求,按照“从说到写,循序渐进”的原则,从学生实际出发,我们调整拟定了一至二年级的说话、写话具体要求(见表)。在大量进行口语训练的同时,创设条件,加强写话练习,使说与写结合,两者相促进共发展。
In recent years, primary language teaching has placed more emphasis on speaking training. Children have been trained from the first grade and their thinking and language have been developed. In sophomore, most can say a word or dictate a simple thing. How to use the advantages brought by speech training to cultivate students' ability to write speech while speaking and to solve the transition from speaking to writing has become a new topic for Chinese teaching in the lower grades at present. Based on the above understanding, since the first semester of 1985, we conducted a test in the lower grades of Chinese teaching in the first grade class around the theme of “Leading to Speaking from Writing and Accelerating the Cultivation of Students' Speaking Skills.” , Write training requirements, a clear training sequence. According to the syllabus requirements for speaking and writing, and according to the principle of “speaking from writing and proceeding in a gradual and orderly manner”, we adjusted and formulated the specific requirements of the first grade to the second grade according to the students' actual conditions (see table). While conducting a lot of oral training, we should create conditions and practice writing so that there is a combination of speaking and writing. Both of them promote co-development.