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长期以来,小学语文教学因其目标的多样性、内容的丰富性、评价的多重性等原因呈现出繁杂纷乱的现象。导致许多一线教师难以把握语文教学的方向,成为盲从的跟风者,使语文课程的价值饱受质疑。其实,小学语文教学在宏观上要着眼于语言的建构和运用,而微观上要着力于文本细节。也就是说,语文教学要从一字一词的细节教学开始,从认识、理解、积累、运用开始。李斯说:“是以太山不让土壤,故能成其大;河海不择细流,故能就其深。”积少成多,日积月累,才是语文教学
For a long time, Chinese language teaching in primary schools has been characterized by complicated and confusing phenomena due to its diversity of objectives, richness of content and multiplicity of evaluation. As a result, many front-line teachers find it hard to grasp the direction of Chinese teaching and become followers of blind obedience, which makes the value of Chinese courses questioned. In fact, the primary language teaching should focus on the construction and use of language in the macro view, and focus on the text details on the micro level. In other words, the language teaching should begin with the details of word-by-word teaching, beginning with understanding, understanding, accumulation and application. Lisi said: “Is the mountain does not let the soil, it can become its big; river not choose trickle, it can be deep.” Accumulation, over time, is the language teaching