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《语文课程标准》指出:“教师应创造性地理解和使用教材,积极开发课程资源,灵活运用多种教学策略。”然而在语文教学中,有些教师受程式化旧框框的局限,走不出语文教学的传统模式,每篇课文从头到尾进行条块分割繁琐分析,费了不少劲却收效甚微,课堂教学高耗低效。究其原因是教师不能从宏观上把握教材,没有根据文章的不同特点,从课文的关键地方加以突破。
“Chinese Curriculum Standard” states: “Teachers should creatively understand and use teaching materials, actively develop curriculum resources and make flexible use of a variety of teaching strategies.” However, in Chinese teaching, some teachers are limited by the old format of the program, The traditional model of teaching Chinese, each piece of text from start to finish tedious division of analysis, cost a lot of hard but little effect, high efficiency and inefficient classroom teaching. The reason is that teachers can not grasp the teaching materials macroscopically, and do not make breakthroughs from the key parts of the text according to the different characteristics of the articles.