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在目前的语文课中,有些教师仍把词语教学单纯当作为讲读课文扫除障碍的一种手段,常常在讲读课文前摘出生词单独解释。解释时又往往是依照字典、词典的定义,领着学生在概念上兜圈子。这种以词解词的死板方法,既不具体、生动,又不便于启发学生理解掌握词义,而且很容易使学生养成死记硬背的坏习惯。那么,词语教学怎样搞效果会好一些呢?结合过去的教学实践谈几点看法: (一) 讲解词语,不但要注意生词,还必须同时注意熟词。这里所说的熟词,是指学生虽然略解词义,但运用起来容易出错的词语;在课文中有特殊意义、用法或起关键作用的
In the current Chinese class, some teachers still regard the teaching of words as a means to read the texts and remove the obstacles simply. They often explain the excerpts of the excerpts individually before reading the texts. Interpretation is often in accordance with the dictionary, the definition of the dictionary, led the students in the concept of circle. This rigid approach to word explanation is neither concrete nor vivid nor easy to inspire students to understand and grasp the meaning, and it is easy for students to develop rote habits. So, the word teaching how to engage in the effect will be better? Combined with past teaching practice to talk about several points: (a) to explain the words, not only to pay attention to new words, you must also pay attention to cooked words. Known here as a familiar word, refers to the students though slightly lexical meaning, but the use of error-prone words; in the text has a special meaning, usage or play a key role