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“教材只是个例子。”我们常常听到这样的说法。但这个说法也给人一种教材无足轻重的错觉,所以,《月球之谜》课上成了科学课,所以,《钓鱼的启示》上成了思想品德课,阅读课上成了作文课,阅读课上成了口语交际课,问题丛生。如何让学生更好地用好这个例子?文本与生本之间的共同点是什么?语文课堂中,阅读主体不一样的,阅读的起点不同,阅读的方式方法也不同,但阅读的文本几近相同。回归语文本体在某种形式上与创造孩子们与文本亲近的几率有关,由一个丰富多彩的文本阅读开始语言实践,让学生在不知不觉中学语文,用语文。
“Textbook is just an example. ” We often hear this statement. However, this argument also gives people an illusion of insignificance of textbooks. Therefore, “Moon Mystery” class has become a science class, so “Phishing Enlightenment” has become a moral class, reading class has become a composition class, reading Oral class became class, the problem clusters. How to make students better use of this example? What is the common ground between the text and the students? Language class, the main reading is not the same, the starting point of reading is different, the way of reading is also different, but the text to read a few Near the same. The regression of the Chinese ontology in some way relates to the chances of creating children who are close to the text, starting with a rich and colorful text reading practice that allows students to learn Chinese and use Chinese unknowingly.