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小学英语复习课的知识点来自不同话题,内容零散,教师为了达成多元的教学目标,会针对不同的知识点设计不同的活动,学生在各项活动中温习各部分知识,较难同化相互关联的语言点,导致最后生成的语言支离破碎。因此,教师应根据复习目标创设复习课堂的教学主线,帮助学生串联零碎的语言,以连贯的语言输入方式达成预期的教学目标,继而助推学生综合语用能力的发展。
The primary points of English review are from different topics and are scattered in content. In order to achieve diversified teaching objectives, teachers design different activities for different points of knowledge. Students review various parts of knowledge in various activities and find it harder to assimilate the interrelated Language points, resulting in the final generation of the language fragmented. Therefore, teachers should set up the main line of reviewing the classroom according to the review goal, help the students to concatenate the fragmentary language, and achieve the expected teaching goal with the consistent language input, which in turn helps to promote the development of students’ comprehensive pragmatic competence.