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在小学语文阅读教学中合理巧妙地运用电教媒体,可以提高阅读效果。就课堂而言,媒体出现的机会是否巧妙,直接影响媒体的使用效果,从而影响整堂课的效果。教师设计使用媒体时机,可根据课堂教学环节、教学需要和学生思维特征多方面来考虑。一、根据教学环节,巧抓时机一堂课有个好开头,是上好课的首要条件。利用电教媒体把学生难以见到的事物展现在他们眼前,增加感性认识,就可以激发学生的学习热情。例如:《黄河的主人》一
In primary Chinese reading teaching reasonable and clever use of audio-visual media, can improve the reading effect. In class, the opportunities presented by the media are subtle and have a direct impact on the effectiveness of the use of the media, thus affecting the effectiveness of the entire class. Teachers use the media to design opportunities, according to the classroom teaching, teaching needs and thinking characteristics of students in many ways to consider. First, according to the teaching link, skillful grasp the opportunity to have a good beginning of a class is the first condition of a good lesson. The use of audio-visual media to students difficult to see things in their eyes, increase perceptual knowledge, you can stimulate students’ enthusiasm for learning. For example: “the owner of the Yellow River” one