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从课堂抽出一定的时间来进行背诵练习,是背诵训练能收到实效的基本保证。把背诵练习完全放在课外,一是容易放任自流,二是使学生产生“给老师背书”的心理,不利于提高背诵的自觉性。采取课堂练习形式,说说背背,有助于消除这些弊病。二、善于培养学生背诵的兴趣,把学生引到文章的“规定情境”中来,使其注意力高度集中,绝无旁骛。可以从启发提问或表情朗读入手,可以搞小型比赛或听录音,还可以运用教师所熟悉的其他方式;但关键的一条是教师的示范作用,即不仅能随时指出学生背诵中的错误,而且能流畅地背诵全文。三、朗读是背诵的准备,一定要首先读好,除了字音准确而外,还要把轻重、停顿和语气处理得恰当。必要时教师可以一句一句地领读。四、指导的重点是帮助学生理清作者思维的层次——主要段落中的层次。这一点之所以显得格外
Extracting a certain amount of time from the classroom to carry out recitation exercises is a basic guarantee that recital training can be effective. Put recitation exercises completely outside the class, one is easy to let go, the second is to enable students to produce “endorsed by the teacher,” the mentality is not conducive to improving the consciousness of recitation. Take the form of classroom exercises, talk about the back, help to eliminate these ills. Second, good at cultivating students' interest in reciting the students to the article “the provisions of the situation” to make it a high degree of concentration, there is no other way around. You can start by asking questions or reading aloud, you can play a small game or listen to the recording, but also the teacher can use other familiar ways; but the crucial one is the teacher's exemplary role, that not only can be pointed out at any time students recite mistakes, but also Recite the full text smoothly. Third, read aloud is to recite the preparation, we must first read well, in addition to accurate pronunciation, but also severity, pause and tone properly. When necessary, teachers can read sentence by sentence. Fourth, the guiding point is to help students sort out the author's thinking level - the main paragraph of the hierarchy. The reason why this is particularly special