语用“热”的“冷”思考

• 作 者: 叶枚举
• 出 处: 小学教学设计
• 发表日期: 2016年34期
• 关键词: 语言文字 小学语文教材 文质兼美 选文 人教版 语言学习 写话 五年级 深度阅读 景观图

现行各版本的小学语文教材,其选文文质兼美。因此,许多教师都热衷于在课上安排写的训练,尤其喜欢在阅读课最后出示一个练写片段,以为这就是语言文字的训练。其实,这样泛泛而练,收效甚微。可归为以下几类:其一,简单机械的造句练习。如有位教师执教人教版二年级《我为你骄傲》一课中的“她也和往常一样,微笑着跟我打招呼,我却觉得很不自在。”这句话时,先是指名学生朗读,接着让学生说说从中感受到什么。很快,学生

The current version of the primary language teaching materials, the electoral quality and the United States. Therefore, many teachers are keen on arranging training in class. They especially like to present a hand-written fragment at the end of the reading class, thinking that this is the training of the language. In fact, such a general and practice, with little success. Can be grouped into the following categories: First, a simple mechanical sentence practice. If a teacher coached PEP 2, “I’m proud of you” in a class, “she also, as usual, smiled and said hello to me, but I feel very uncomfortable.” "This sentence, first named Students read aloud, then let the students talk about what they felt. Soon, students