教有为 练有效——语言文字运用训练断想

• 作 者: 李君琳
• 机 构: 安徽淮南市田家庵区第十五小学,
• 出 处: 小学语文教学
• 发表日期: 2014年25期
• 关键词: 语言文字 字字珠玑 课堂教学 长句 数星星 语言练习 排比句 连动句 言语表达 言语形式

随着语用训练在语文课堂教学中的遍地开花,新的问题又出现了,即:大量练笔加重了学生的负担,高耗低效渐显苗头。在语言文字运用的训练中如何少讲精练、低耗高效呢?一、教有为,把好词句理解关1.词语运用,理解为先听课中常听到老师感慨:“看人家学生的发言,口吐莲花,字字珠玑,我班那群孩子,让他抄一遍,他都不一定能说好。”学生抄一遍也不一定能说好,这怪老师还是怪学生呢?先

With the pragmatic training in the Chinese classroom teaching everywhere, new problems emerged, namely: a large number of practicing pen and aggravate the burden on students, high consumption inefficient gradually diminished. In the training of the use of language, how to speak less concise, low consumption and high efficiency? First, teach there is, the good words to understand off 1. The use of words, understood as the first teacher often hear the teacher sigh: “ , Spit lotus, word beads, my group of children, let him copy it again, he may not be able to say good. ”Students do not necessarily say good again, this strange teacher or strange student?