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主线情境教学法是一个非常适合单元教学的教学方法。可是在运用主线情境教学进行单元教学的过程中,各任课教师的教学效果却完全不同。究其原因,除了与学生、学校软硬件教学设施有关外,还有任课教师运用主线情境教学法的主观因素。尤其对运用主线情境教学法注意事项的忽略,更应该引起相关任课教师的关注。一、主线情境教学法所谓主线情境教学法,是指语文任课教师根据教学内容的需要,以某一单元文学作品所涉及的主题、作者的创作特色、文本核心内容以及作品体裁等特点为教学主线,通过多个教学情境的设计来完成相关语文教学任务的教学方法。运用主线情境教学法进行单元教学的关键有两点:第一是任课教师对这一单元教学内容
The main line situation teaching method is a very suitable unit teaching teaching method. However, in the process of unit teaching using the mainline situational teaching, the teaching effects of all the teachers are completely different. The reason, in addition to students, schools, teaching hardware and software facilities, there are teachers using the main line situational teaching subjective factors. In particular, the neglect of the use of the mainline situational teaching method should lead to the concern of the relevant teachers. First, the main line situational teaching The so-called main line situational teaching method refers to the language teachers in accordance with the needs of teaching content, to a unit of literature involved in the theme, the author’s creative features, the core content of the text and the genre of the work as the main line of teaching , Through the design of a number of teaching situations to complete the relevant teaching of Chinese teaching methods. There are two key points in unit teaching using the mainline situational teaching method. The first is that the teachers of the classroom teach this unit