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“古诗诵读”是鄂教版小学语文教材编写的亮点之一,在一至六年级各册教材中均编排了相关的内容,体现了《语文课程标准》“丰富语言的积累,培养语感”的基本理念。但是,在“古诗诵读”教学实践中明显存在着两种倾向:一是简单读读、念念、背背而已,要求过低;二是过分强调对诗的理解,有的甚至条分缕析,串讲到底,作者生平、诗歌背景、写作特点等等一应俱全,要求过
“Ancient Poems Recitation ” is one of the bright spots in the writing of Chinese teaching materials of Hubei Provincial Education Primary School. It arranges relevant contents in the textbooks of Grade I to Grade Six, embodies the “Chinese Curriculum Standard” “enriching the accumulation of language, cultivating language sense ”The basic idea. However, there are obviously two kinds of tendencies in the teaching practice of “ancient poetry reading”: one is simply read, read, back, the demand is too low; two is too much emphasis on the understanding of poetry, and some even stratified analysis, In the final analysis, the author’s life, poetry background, writing characteristics, and so readily available