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语文单元练习是在学生学习了—个单元的课文后的一种较系统较全面的复习巩固性材料,是在教师指导下让学生口头或书面进行的一种练习作业。上好单元练习能帮助学生进一步掌握所学的基础知识。所以我们要认真钻研各单元练习的具体内容,考虑适当的教学方法,把课上好。一般说,我是按课本上所提供的材料进行教学的,因为这些材料是经过编者精心推敲而确定的,能较好地体现课文内容和教学要求。但有时候,我也结合班上学生的实际知识水平给予一些补充、删改,使单元练习发挥更好的作用。上学期我教六年级语文,在这方面有点体会,现在写在下面。练习中有形近字比较一项。从我班学生的实际来看,有的形近字组不尽适合具体情况,如“膝”与“添”,“施”与“旅”两组,在学生书面作业中却是“膝”与“漆”、“施”与“旋”相混。教学时,我便把“漆”、“旋”补进去,给学生辨别。还根据学生对该组形近字读音、字义的
Language unit practice is a systematic and comprehensive review of consolidating material after students have taken a unit of lesson text. It is an exercise that students can make verbally or in writing under the guidance of a teacher. Good unit practice can help students to further grasp the basic knowledge learned. Therefore, we should conscientiously study the specific content of each unit exercise, consider the appropriate teaching methods, the class is good. Generally speaking, I teach according to the materials provided in the textbooks, because these materials are carefully scrutinized by the editor to determine, which can better reflect the text content and teaching requirements. Sometimes, however, I also give some supplements to the students' actual knowledge level in the class so as to make unit exercises play a better role. Last semester I taught sixth grade language, a little experience in this regard, is now written below. Practical tangible words compare one. According to the actual situation of students in our class, some forms of near-word groups are not suitable for specific situations, such as “knee” and “Tim”, “Shi” and “brigade” And “paint”, “Shi” and “spin” mixed. Teaching, I will “paint”, “spin” fill in, to identify students. Also based on the group of students in the group of similar pronunciation, word meaning