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我曾经听了这样一节课。教师小武,刚刚走出师范校门,跨上小学讲台:学生是一年级第一学期的七岁儿童;教材是小学语文第一册第23课《过桥》,是继“汉语拼音”、“看图拼音识字”等课文之后的第5课。新教师用新教材教新学生。课堂上首先复习生字,接着朗读课文,然后分析,最后总结。这是大家习惯了的程式,教学方法是问答式的分析法。教学过程中教师问学生答。但常常出现梗塞,或答非所问。最后朗读课文,学生也总有几个字读不准确。武老师急得无法,不时地纠正,但怎么也纠正不过来。
I have heard such a lesson. Teacher Wu, just walked out of normal school and stepped into the podium of primary school: the student was the first semester of the first grade of seven-year-old children. The textbook was Elementary Lost in Lesson 23, Crossing the Bridge. It was followed by Hanyu Pinyin, Figure Pinyin literacy "and other lessons after the fifth lesson. New teachers teach new students with new teaching materials. First review the class word in the classroom, then read the text, and then analyze and conclude. This is a program that everyone is accustomed to. The teaching method is question-and-answer analysis. Teachers ask students to answer the question in the process of teaching. But often infarcts, or non-questioning. Last read the text, students always read a few words is not accurate. Wu teacher anxious unable to correct from time to time, but how to correct it.