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语文因为阅读而温润,生命因为阅读而丰厚。对于小学语文第二学段、第三学段的阅读教学,新课标都有“把握文章的主要内容”的描述,培养学生的概括能力的确是小学阅读教学中不容忽视的任务。在教学中“这篇课文主要写了什么”这个问题我很容易抛出来,但孩子的反馈却常令我难以欢欣:或长篇大论,或不知轻重,或牛头不对马嘴,很少能言简意赅地进行概括。对此,经过一番实践与思考,我有这样的看法:方法是船,训练是帆,两者共进才能劈波斩棘。
Language is warm because of reading, life is rich because of reading. For the second and third semester of primary school Chinese reading teaching, the new curriculum standards have “to grasp the main content of the article,” the description of the training of students is indeed the ability to generalize the primary reading teaching can not be ignored task. In teaching, “What is the main part of this text?” I can easily throw it off, but the feedback from the children often makes it hard for me to rejoice either in the long story or in the slightest weight or in the slightest displeasure. To summarize. In this regard, after some practice and reflection, I have this view: the method is a boat, training is a sail, the two can work together to cut through the clutter.