论文部分内容阅读
编者把一套语文教科书编成、出版,其“产品”是静止的;一旦把这套教科书投入使用,使之成为教学实践中师生共同使用的读物,它便处于运动状态。静态的教科书,它所应发挥的功能暂时还处于“潜伏”期,换言之,这些功能还只是一种“潜能”。要把这种“潜能”转化为现实的功能,必须要让教科书从静态转化为动态。在这种转化过程中,教师对教科书的使用和处理具有举足轻重的作用。面对新课程标准实验教材,教师该如何处理课后练习,才能真正发挥课后练习的功能呢?建议在教学中可
The editor compiles and publishes a set of Chinese textbooks. Its “product” is static; once it is put into use, it becomes a reading material commonly used by teachers and students in teaching practice, and it is in motion. Static textbooks, it should play the function is still in the “latent” period, in other words, these functions are only a “potential”. To turn this “potential” into a realistic function, textbooks must be transformed from static to dynamic. In this transformation process, teachers play a decisive role in the use and management of textbooks. In the face of the new curriculum standard experimental teaching materials, teachers how to deal with after-school exercises, can really play the function of after-school practice?