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一位教师在执教《虎门销烟》这篇课文时,最后环节设计了一个读写结合的语用练习:站在林则徐塑像前,你想说些什么?学生的回答大同小异,基本上都用了“林则徐,你真伟大!”这句话。学生语言表达的苍白和词汇的贫乏,与教师语用预设的简单随意和机械呆板有很大的关联。教师只有精心设计,既着眼于文本内容,又关注言语表达形式,才能使读写结合更有效,才能提升学生的语言表达水平。一、开展阅读批注在阅读教学中开展读写结合的语用训练,教师可以引导学生紧扣课文内容,以写促读。
When a teacher coached the text Humenpiaoyan, the final session designed a pragmatic combination of reading and writing: What do you want to say before standing on the statue of Lin Zexu? The students’ answers are basically the same “Lin Zexu, you are great! ” This sentence. Students pale language and vocabulary poor, and teacher pragmatic presuppositions of simple random and mechanical rigidness has a great relationship. Only when the teacher is well-designed, focuses on the content of the text and on the form of verbal expression, can the combination of reading and writing be more effective and the language expression of the student can be improved. First, to carry out reading and writing in reading teaching to carry out the combination of reading and writing pragmatic training, teachers can guide students closely linked to the text content to write to promote.