课堂教学内容少而精,本当是课堂教学的基本准则,但是在实际教学中,不少语文老师每教一篇选文,都要从字词句段讲到篇章结构,从文本内容讲到主题思想,从阅读问题讲到写作问题,甚至还要谈些人文精神、社会问题等等。总之语文教学似乎什么都可以说,也都有必要说,看起来什么都有了,什么都学了,然而,最终教师教了什么,学生学了什么,却成了一笔糊涂账。这就是语文教学中学习内容混杂的状况。造成这种状况的原因是多方面的。一、受课文内容的影响,学习内容不明朗我国中小学语文教学基本上是围绕课本中的课文进行教学的。课文内容综合性强,牵涉面广,内容丰富。有人说,小学六个年级十二册语文教科 However, in the actual teaching, many Chinese teachers each teach an essay from the words and sentences to the textual structure, from the textual content to the theme Thinking, from reading problems to writing problems, even talking about humanistic spirit, social issues and so on. In short, what can be said of language teaching can also be said, it is necessary to say, what looks like everything, learn everything, however, what the teacher eventually taught, what the students learned, but it became a mess account. This is the situation of mixed learning content in Chinese teaching. The reasons for this are many. First, by the content of the text, the content of learning is unclear Chinese primary and middle school language teaching is basically textbooks around the text teaching. Comprehensive text content, involving a wide range of content. Some people say that there are 12 volumes of Chinese textbooks for six grades in primary schools