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我国《基础教育课程改革纲要(试行)》中提出,要“改变课程实施过于强调接受学习、死记硬背、机械训练的现状,倡导学生主动参与、乐于探究、勤于动手,培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力以及交流与合作的能力”。教为主导,学为主体,疑为主线。针对农村初中语文教学中课堂效率低下,学生往往被动接受知识,更多的处于被动发展的状态,通过对初中语文课堂教学的探索和实践,逐步摸索出以学生自主探究学习为主,教师根据学生的需要引导为辅的“教师引导、学生自主”的课堂教学模式,简单表述为:教师导学,学生自主理解课文;教师导疑,学生自寻问题;教师导法,学生自主解疑;教师导评,学生自能检测。
China’s “Outline for Curriculum Reform in Basic Education (Trial Implementation)” proposes that “to change curriculum implementation places too much emphasis on the status quo of accepting learning, rote learning, and mechanical training, and encourages students to actively participate, be willing to explore, be diligent in their hands, and train students to collect and The ability to handle information, the ability to acquire new knowledge, the ability to analyze and solve problems, and the ability to communicate and collaborate.” Teaching is the mainstay, learning as the main body, and suspiciousness as the main line. For the low efficiency of classroom in Chinese teaching in rural junior middle schools, students often passively accept knowledge and more in a passive development state. Through the exploration and practice of Chinese teaching in junior middle schools, it gradually explores that students mainly rely on self-inquiry learning, and teachers based on students. The need to guide the supplemented “teacher guidance, student autonomy ” class teaching model, simply expressed as: teachers, students, students understand the texts independently; teachers questioning, students seeking problems; teacher guide method, students self-doubt; Teacher guides, students can detect.