小学语文阅读教学内容确定的浅探

• 作 者: 陈安峰
• 机 构: 安徽省马鞍山市新市中心学校石门分校,
• 出 处: 新课程学习(上)
• 发表日期: 2014年06期
• 关键词: 小学语文阅读教学 内容确定 学习方法 文言文 引导学生 知识 人生感悟 规定时间 故事内容 构建主义 学习观 教学生 教什么 主题 哲理 学会 文本 内教 孟子

一、理论依据构建主义学习观认为,学习是学习者与文本之间的相互作用。教学的真正含义在于教学生如何学。“教什么”的问题,并非只是讲教师在规定时间内教了多少知识,而应关注一段时间内学生学到了多少,应该学到哪些知识?学会了哪些知识?是否达到了要求等等。对于本单元来说都是在围绕“人生感悟”这样一个主题,从不同角度阐明了人生的哲理。通过《学弈》这则故事的学习,能让学生进一步认识“专心致志”的意义和出处;了解孟子其人;认识文言文的

First, the theoretical basis Constructivist learning view that learning is the interaction between learners and text. The real meaning of teaching is how to teach students how to learn. What does it take for students to learn? What knowledge should they learn? What knowledge has been learned? Has it met the requirements, etc.? The question of “what does it teach?” Does not mean just how much knowledge the teacher has taught within the stipulated time. . For this unit are all around the “life perception ” such a theme, from different angles to clarify the philosophy of life. Through the learning of the story of “Xue Yi”, students can further understand the meaning and origin of “devotion”; to understand Mencius and their understanding of classical Chinese