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目前,低年级识字教学的一般程序,不外乎这么几步;老师出示带拼音的汉字,带领学生看拼音认字;指导分析字形、书空或一笔一笔指导书写;讲解字义、学生组词造句;让学生逐个反复认读,以帮助记忆;默写生字(多为隔天进行)。应该说,这个过程是符合学习汉字规律的。问题在于:整个识字过程都以教师的教为主,学生不论基础好坏,能力大小,都得跟着老师按部就班地学习,不能从各人的实际出发,确定学习的重点和分配各个环节的学习时间。这种以教师的教为主而又全班步调一致的教学方法,使
At present, the general procedure of teaching literacy at a lower grade is no more than that. The teacher presents Chinese characters with pinyin to lead the students to recognize the characters in pinyin, guides the analysis of the shape, the book space or a one-time instruction to explain the meaning, the group of students Words made sentences; allow students to read one by one repeatedly to help memorize; Scribbled words (mostly carried out the next day). It should be said that this process is in line with the law of learning Chinese characters. The problem is: the whole process of literacy teachers to teach mainly students regardless of basic quality, ability size, have to follow the teacher step by step to learn, not from the reality of each person to determine the focus of learning and distribution of all aspects of learning time . This kind of teaching method based on teacher's teaching and the whole class is consistent