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语文教材中的课文分讲读、课内自读和课外自读(高中只分讲读和自读)三种类型,这套教材体现了语文教学中由“教”到“不需要教”的过渡趋势,组成了培养学生自读能力的三部曲,因此认识三类课文的地位和作用是处理好它们的关系,正确使用这套教材,切实提高语文教学质量的有效途径。一些教师对三类课文处理不够恰当,特别对自读课文处理不当,有的教师用一个课时对一篇自读课文从结构、内容到写作特色作空洞乏味的讲解,实际上把自读课变成“简讲课”,并没有体现出自读;有的教师对课内自读课文,只在课堂上三言两语提些要求,就放任学生自己阅读,这是纯粹“自读”;有的教师对课外自读课文放任自流。第一种作法,是以教师为中心.过分地强调教
The texts of Chinese textbooks are divided into three parts: self-study and extra-curricular self-study (only for senior high school students); this set of teaching materials embodies Chinese teaching from “teaching” to “not needing to teach” Therefore, understanding the status and function of the three types of texts is an effective way to handle their relationship, correctly use the textbook, and improve the quality of Chinese teaching. Some teachers do not handle the three types of texts properly, especially for those who read the texts improperly. Some teachers use a class time to make a blank and tedious explanation of a self-read text from structure and content to writing features. In fact, As a “simple lectures”, and did not reflect self-read; some teachers self-read text within the class, only in the classroom to make a few words to ask for some, let the students read, it is purely “self-read”; some teachers of extracurricular Since reading text letting go. The first is based on the teacher, with undue emphasis on teaching