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许多小语教师认为小语课文浅显易懂,不像数学教材那样有教学难点,因而备课时不去研究难点或不能采取有效的方法去突破难点,致使教学效果大打折扣。下面谈谈阅读教学中难点的类型及突破方法: 一、感知性难点部分小语课文所描写的事物距学生生活实际较远,学生缺乏感性认识,从而妨碍对课文内容的理解和语言的体会。如《富饶的西沙群岛》,学生如未去过海边,便不知海参,就不明白什么是“懒洋洋地蠕动”;《新型玻璃》中所介绍的几种
Many small language teachers believe that small language texts are easy to understand and do not have the teaching difficulties as the mathematics textbooks. Therefore, they do not study difficult points or can not take effective methods to break through difficulties in preparation for lessons, resulting in a greatly reduced teaching effect. The following talk about the types of reading teaching difficulties and breakthroughs: First, the perceived difficulty Part of the small text described by the actual student life away from reality, the lack of perceptual knowledge of students, thus impeding the understanding of the text content and language experience. Such as “rich Xisha Islands”, students have not been to the sea, they do not know the sea cucumber, do not understand what is “lazy to crawl”; “new glass” in the introduction of several