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教学中常有这种现象,当我们学过一个两个单元后,要学生根据所学写一篇作文,但仍会有一片叫苦不迭的声音。写作,这一心底情感流淌的泉眼,居然难以冒出一滴水珠,反而成了学生不堪承受的重负。怎样才能改变这种情况呢?经过几年实践,笔者认为,分散写作,抓片断作文训练能较大限度地发挥学生写作的潜力;注重材料(课本),从课本中找到写作的思路方法,能激发学生较高的创作热情。 一、依据 叶圣陶先生在《大力研究语文教学,尽快提高语文教学》中这样说:“语文教本只是些例子,从青年现在或将来需要读的同类书中举出来的例子,其意思是说如果能够了解语文教本里的这些文章,也就大概能阅读同类的书,不至于摸不着头脑。”这段文字中,叶老先生明确指出,课本只是例子,学课文的目的是为了有能力读、理解同类的书。如此看来,教师如何运用课本这一例子“举一”,并在“举一”之后能让学生有能力.
This phenomenon is often found in teaching. When we have studied a unit or two, students are required to write an essay according to what they have learned, but there is still a bitter voice. Writing, the spring of emotional flow in the bottom of my heart, can hardly produce a drop of water, but it has become an unbearable burden for students. How can we change this situation? After a few years of practice, the author believes that the dispersion of writing and grasping the composition and training of pieces can give full play to the potential of students’ writing; they should pay attention to materials (textbooks), find ways of thinking about writing from textbooks, and Inspire students’ higher creative enthusiasm. I. According to Mr. Ye Shengtao’s statement in “Strive to Study Chinese Teaching and Improve Chinese Teaching as Quickly as Possible”: "Chinese textbooks are just examples. Examples cited in the same books that young people need to read now or in the future mean that if they can If you look at these articles in the language textbooks, you will probably be able to read books of the same kind without losing your mind.” In the text, Mr. Ye Lao clearly stated that textbooks are just examples. The purpose of learning the text is to be able to read and understand Similar books. From this point of view, teachers can use the example of textbooks to “give one” and “allow one” to empower students.