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不同的教学组织形式具有不同的功能,组织形式的运用直接关系着教学工作的效率。上世纪六十、八十年代在注重语文基本技能训练的教改中,一些教师创造性地运用小小组活动来确保课堂训练的有效性。当前的课改也在风行小组合作学习,却是在清谈式的讨论中张扬人文性。我们认为小小组的最佳功能,是在课堂言语技能训练中,实现学生间的互评、互助,补教师讲授、辅导之不足,以确保全班每名学生都能较准确地按照言语技能的原型进行操作,以便获得技能。在语文课堂教学中依教学目的的需要综合运用班级、小组、个人作业的活动方式,是语文教师的努力方向。至今对语文教学活动组织形式的认识与研究还很不够,希望大家一起来重视班级语文教学中的组织形式问题。
Different teaching organizations have different functions. The use of organizational forms directly affects the efficiency of teaching. In the reform of the 60s and 80s of the last century, which focused on language skills training, some teachers creatively used small group activities to ensure the effectiveness of classroom training. The current curriculum reform is also popular in the group’s cooperation, but it is in the talks of discussion to publicize the humanities. We believe that the best function of the small group is to achieve mutual assessment and mutual assistance among students in classroom speech skills training, and to make up for the insufficiency of teachers’ teaching and counseling to ensure that every student in the class can accurately follow the language skills. Prototypes operate to gain skills. In the Chinese classroom teaching, the comprehensive use of class, group, and personal activities in accordance with the needs of teaching aims is the direction of the Chinese language teachers. Up to now, the understanding and research on the organizational form of Chinese teaching activities is still insufficient. I hope everyone will attach importance to the issue of organizational form in class Chinese teaching.