【摘 要】
：
1.根据现场反馈,适时调整教学策略。当全班朗读长句时,观察学困生是否能跟上全班节奏。若跟不上的则放慢速度,并按意群停顿的规律将长句分成几个短句进行朗读。同时根据学困
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1.根据现场反馈,适时调整教学策略。当全班朗读长句时,观察学困生是否能跟上全班节奏。若跟不上的则放慢速度,并按意群停顿的规律将长句分成几个短句进行朗读。同时根据学困生的反馈程度逐步提高要求。朗读多音节词汇或者发音较难的词汇时,让学困生先听教师或个别同学朗读,然后跟着全班朗读,如发现学困生朗读有明显困难时,教师可组
1. According to the site feedback, timely adjustment of teaching strategies. When the whole class reads a long sentence, observe whether students with learning difficulties can keep up with the rhythm of the whole class. If you can not keep up, then slow down, and according to the law of pause the group will be divided into several sentences to read long sentences. At the same time, according to the feedback level of students with learning difficulties and gradually improve the requirements. Speaking syllables vocabulary or pronunciation difficult words, let the students learn to listen to the teacher or individual students to read aloud, and then follow the class to read, such as students found difficult to read the classmates have obvious difficulties, teachers can group
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