论文部分内容阅读
“六环节四步迁移单元教学法”是江西省南城一中教师宁冠群在八十年代初叶圣陶、吕叔湘等语文教育家大声疾呼语文教学“少慢差费”、“非改不可”的背景下,为了探求语文教学高效化的出路,创立的一种语文教学模式。它一改过去那种散装零售式的单篇教学和机械重复的低效劳动,注重发挥单元教学的整体优势,着眼培养学生的自学迁移能力。这一模式的基本特点是,每一个教学单元设计有明确的迁移训练目标,每个教学环节突出自学迁移的训练主线,每步教学反馈,重在检测学生自学迁移的实际效果。这一模式共由以下三个相互联系的系统构成:
The “six-step and four-step migration teaching method” is a teacher from Nancheng No. 1 Middle School in Jiangxi province. In the early 1980s, Ye Shengtao, Lü Shuxiang and other language educators clamored for the background of “low and low fees” and “non-changeable” language teaching. Next, in order to explore ways to improve the efficiency of language teaching, a language teaching model was created. It has changed the past in bulk retail-style single-instruction teaching and mechanical duplication of inefficient labor, focused on the overall advantages of unit teaching, and focused on cultivating students’ self-education ability. The basic characteristic of this model is that each teaching unit design has a clear migration training goal. Each teaching session highlights the main training line of self-study migration. Each step of teaching feedback focuses on the actual effect of self-learning migration. This model consists of the following three interconnected systems: