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传统的语文教学课堂局限于单篇课文的内容分析,“少费差慢”的低效语文学习,一直存在我们的常规教学中。作为语文教师,我们的滔滔不绝换来的却是学生语文学习“低迷”状态。通过积极的学习摸索,我逐渐意识到了群文阅读是阅读教学的补充,不是阅读教学的颠覆,它的特点就是主线明晰,形散神聚。互文对照,比较阅读。“求同存异、一课一得”法让我的群文课堂变得脉络清晰,课堂的“精简”让学生每课必有得,课堂上的“热议”也趋向于更深度。我也更加注重提高学生短时间内提取加工信息的速度和效度,一堂节奏明快,收效甚丰的群文阅读课就这样魅力初显。
The traditional Chinese teaching is limited to content analysis of single texts and inefficient language learning of “Less Costs and Slowness” has always existed in our regular teaching. As a language teacher, our eruptive exchange of students is a state of “sluggish” students’ language learning. Through active study and exploration, I have come to realize that reading with group essay is a supplement to reading teaching. It is not a subversive reading teaching. It is characterized by a clear and focused main line of action. Intertextual comparison, read more. “Seeking common ground while reserving differences, one lesson is a lesson ” method to make my group class context clear, classroom “lean ” let students have each class, classroom “hot discussion ” also tend to be more depth. I also pay more attention to improving students’ speed and validity of processing information in a short period of time.