浅谈“感受-发现-收获”的小学语文教学过程

• 作 者: 王栓
• 机 构: 内蒙古鄂尔多斯市康巴什新区第三小学,
• 出 处: 好家长
• 发表日期: 2015年07期
• 关键词: 语文教学过程 指导教学 学习过程 段落大意 写作特点 课堂教学 发现性学习 思维流程 自主学习 阅读教学

一、理论指导教学过程是师和生,教和学,内容和方法的综合作用过程。在语文学习中,不论是掌握字词,还是理解整篇文章,整体性都是很突出的。过去的语文教学,曾一度过分强调对文章的分析,讲课文就是讲分析,讲段落大意,写作特点等。而不注重文章的整体性,结果把文章分得支离破碎,实际上有碍于对文章的理解和感知。因此,从语文的整体性出发,学习文章应该是先从整体上阅读和感知,然后再分解,分解以后也还要重新回到整体上进行认识和总结。在整个教学过程中,教师起

First, the theoretical guidance Teaching process is a comprehensive process of teachers and students, teaching and learning, content and methods. In language learning, whether it is to grasp the word, or to understand the entire article, the integrity is very prominent. Past language teaching, once overemphasized the analysis of the article, the text is to talk about the analysis, the passage of the effect, the characteristics of writing. Without paying attention to the integrity of the article, the result of fragmentation of the article, in fact, hinder the understanding and perception of the article. Therefore, starting from the integrity of the language, learning articles should first be read and perceived as a whole, then decomposed, and then returned to the whole to be recognized and summarized. Throughout the teaching process, teachers start