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小学语文教材中的每一篇文学作品,都是来源于自然的、社会的、生活的、情感的、方法的等生态内容用语言文字符号记录下来的文章。而阅读教学课题研究广泛开展,虽然大家都有关注语文教学的本质——听说读写和学生的语文素养,但没有直接关注语文学科教学的实质过程——生态的还原。这里,就结合阅读教学“三部曲”的实践,谈谈如何实施语文学科教学的实质过程——“生态还原”。一、第一部曲——层面理解,彰显阅读教学的本质理解文字层面上的内容是还原的前提。理解就是把课文读正确、读流利,进行字词句段及语言基础部分知识的理解和掌握。例如,教学人教版六年级语文下册《一夜的工作》,学生在教师的指
Every piece of literary work in primary school Chinese teaching materials is an article recorded from the natural language, social life, emotion, method and other ecological contents with language symbols. The reading teaching research has been carried out extensively. Although we all pay attention to the essence of Chinese teaching - listening, speaking, reading and writing, and students’ literacy, we do not pay any attention to the substantive process of Chinese teaching - ecological restoration. Here, on the combination of reading teaching “trilogy ” practice, talk about how to implement the substantive process of language teaching - “ecological restoration ”. First, the first song - understanding of the level, highlighting the nature of reading teaching Understand the text level is the premise of the restoration. Understanding is to read the text correctly, fluent, the word segment and the basic knowledge of language understanding and mastery. For example, teaching PEP sixth grade language book “night work”, students in the teacher’s finger