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为了研究提高语文教学质量的有效途径,探索贯彻教学大纲的合理方案,我们经过七八,七九两期实验之后,在八○年的初中一年级,试行了阅读、写作、汉语分科教学实验。我们为什么要进行分科实验呢?分科后是怎样安排的呢?一、分科教学的思想基础语文课是一门基础工具课,提高教学质量,要从听、读、说、写几方面进行训练,而读写训练又是多种训练的重点。所以,《中学语文教学大纲》明确提出了“进行严格的读写训练”的要求。要进行严格训练,首先必须摆正读和写的关系。在整个语文教学过
In order to study effective ways to improve the quality of Chinese teaching and explore reasonable plans for the implementation of the syllabus, after the experiments of July 8th and July 9th, in the first year of junior high school in 1980, experiments on reading, writing, and Chinese teaching were conducted. Why do we need to conduct sub-experiments? How is the sub-discipline? How does one arrange it? One, the ideological foundation of sub-teaching The language lesson is a basic tool to improve the quality of teaching. It requires training in listening, reading, speaking, and writing. And literacy training is the focus of many kinds of training. Therefore, the “Middle School Chinese Syllabus” clearly puts forward the requirement of “strict literacy training.” To conduct rigorous training, you must first set the relationship between reading and writing. Taught in the entire language