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人的生命需求是具有多元意义的,学习也应当具有其多元意义。小学语文教学若追求学生生命的多元意义,需考虑学生言语生命的问题。潘新和教授撰写的《语文:表现与存在》很值得一读。几年前读着先生的书,我对“言语生命”的主题词产生了兴趣。平时的语文教学中,我们思考着学生言语生命的相关问题,思考着让语文课开出学生言语生命花朵的具体策略,于是诞生了以下体验和感悟。一、让学生产生参与文本交流的意识在平时的小学语文教学中,不难发现小学生参与文本交流
Human life needs have multiple meanings, and learning should have its multiple meanings. If the primary school language teaching pursues the multiple meanings of student's life, must consider the student's speech life question. It is worth reading that “Chinese: Performance and Being” written by Professor Pan Xinhe. A few years ago read Mr.'s book, I was “speech life ” the subject of interest. In the usual Chinese teaching, we think about the problems related to students' speech life and think of the specific strategies of making Chinese lessons out of the words and flowers of students. The following experiences and sentiments were born. First, to allow students to participate in the awareness of text exchanges In the usual primary language teaching, it is not difficult to find primary school students involved in text exchange