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“教者有心,学者得益”。前不久,笔者在参加县小学语文“高效课堂乡村行”活动中,发现被大家一致认为是高效课堂的几堂课有一个共同的特点,上课教师都在课堂作业的设计与操作上别具匠心,能紧紧地以教学目标为引导,精心挖掘教材中的训练点。在组织学生开展各项语文能力的训练过程中,或牵或引,或扶或放,或口头练习,或书面练笔,都具有很强的可操作性和较高的实效性。现以《麦哨》一文的课堂作业设计与操作为例,谈谈执教教师是如何向“作业”借力来提高小学语文课堂教学的效率的。《麦哨》是人教版四年级下册第六组的一篇略
“Teachers are interested, scholars benefit ”. Not long ago, I participated in the county primary school language “efficient classroom village line ” activities, found that we are all agreed that the classroom is an efficient classroom has a common feature, the class teacher in the classroom design and operation of the workmanship , Can be closely guided by the teaching objectives, carefully dig training points in the textbook. It is highly operable and effective in organizing students to carry out all kinds of language proficiency training, either by hand or by hand, by hand or by hand, by oral practice or by written practice. Take the design and operation of classroom assignment of “Wheat Whistle” as an example to show how coaching teachers can lend their “homework” to improve the efficiency of primary Chinese classroom teaching. “Wheat whistle” is the PEP Fourth F under the sixth group of a little