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《小学语文新课程标准》(2011版)明确提出:“学校应积极创造条件,努力为语文教学配置相应的设备,还应当争取社会各方面的支持,与社区建立稳定的联系,给学生创设语文实践的环境,开展多种形式的语文学习活动。”然而,在日常的教学实践过程中,我们经常会发现,不少语文教师挖掘课程资源的能力有限,又或者不选或选取的课题范围比较狭窄,不能激发学生的学习兴趣,不易调动学生的学习积极性和参与度,更谈不上锻炼语文综合实践能力。作为农村小学,如何才能有效的进行语文综合性学习资源的开发和利用呢?笔者认为可以从以下几方面入手:一、“二度开发”文本资源,开展语文综合性学习
The New Curriculum Standard for Elementary Schools (2011 Edition) clearly states: “Schools should actively create conditions and strive to allocate appropriate equipment for Chinese teaching. They should also strive for support from all sectors of the society, establish stable links with the community and create students However, in the daily practice of teaching, we often find that many language teachers have limited or no ability to tap the curriculum resources in the environment of language practice. Narrow range, can not stimulate students’ interest in learning, not easy to mobilize the enthusiasm of students and participation, let alone exercise ability to practice comprehensive Chinese. As a rural primary school, how to effectively carry out the development and utilization of language comprehensive learning resources? I believe that we can start from the following aspects: First, ”second development " text resources, to carry out comprehensive Chinese learning