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最近,笔者应邀参加了一次语文优秀课的评奖活动,认认真真地听了数十节课,感受到新一轮课程改革犹如一股春风扑面而来。《全日制义务教育语文课程标准(实验稿)》(以下简称《语文课程标准》)的实施为小学语文课堂带来了生机与活力:由于激发了兴趣,绝大多数学生爱学语文了;由于开展了读书活动,大多数学生真学语文了;由于尊重学生的独特体验,部分学生开始有个性地学语文了。课堂上多了动感和鲜活,一言堂变成了群言堂,还时有学生语惊四座的真知灼见。“让学生自主学习”确确实实成了广大语文教师的共识。但冷静思考一些课堂现象,我们看到了热闹、自主背后隐藏着的放纵、随意与浮躁,
Recently, the writer was invited to participate in a prize-raising activity in the excellent language class. He listened carefully to dozens of classes and felt that the new round of curriculum reforms was like a spring breeze. The implementation of the “Chinese Curriculum Standards for Full-time Compulsory Education (Experimental Draft)” (hereinafter referred to as the “Chinese Language Curriculum Standard”) has brought vitality and vitality to the Chinese language classes in primary schools: As a result of the interest, most students love to learn Chinese; A reading activity was carried out and most of the students really learned the language. Because of respecting the students’ unique experience, some students started to learn Chinese with their own personalities. The classroom was more dynamic and lively, and it became a hall of speech. There were also real insights from four students. “Let students study independently” has indeed become the consensus of the majority of language teachers. But calmly thinking about some classroom phenomena, we have seen indulgence, randomness, and impetuousness hidden behind the excitement and autonomy.