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柔性课堂中,基于学生为主体的阅读教学主张从读中探讨、明理,基于能力为主导的习作教学主张从写中迁移、升华。那如何让两者融会贯通,让孩子能潜移默化地提升呢?针对小学语文课堂“基于单元主题教学”的方针,我实施了一系列的教学过程。下面就五年级下册2~7单元围绕“写人”这一主题谈谈自己的一些见解。一、多读,给孩子创设说的平台书读百遍,其义自见。说得好啊!读多了,书里面的含
Flexible classroom, based on the students as the mainstay of reading teaching advocated from the study to explore, sensible, based on the ability to dominate the teaching of writing from the migration, sublimation. So how to make the two mastery, so that children can subtly enhance it? For the primary language class “based on unit-based teaching ” approach, I implemented a series of teaching process. Below the fifth grade under the book 2 to 7 units around “writers ” on the theme of some of their own opinions. First, read more, to the children to create a platform to read that book a hundred times, its meaning from the see. Put it well! Read more, the book contains