识字教学的多元化

• 作 者: 郑玉凤
• 机 构: 福建福安市坂中学区
• 出 处: 小学语文教学
• 发表日期: 2004年期
• 关键词: 识字教学 田字格 猜字谜 柿子树 无意注意 复习巩固 方田 记忆方法 身体语言 生理心理

一、画面导向认识生字画面导向认识生字即教师要理解编者的意图 ,充分利用插图 ,通过问题的导向 ,使学生的认识逐步拓展与深化。问题的设计既要体现学生探索、发展的导向思路 ,又要使学生的思维处于多维开放状态。例如 ,在教学《小猫种鱼》一课的生字“玉米”的“玉”和“土”

First, the screen-oriented understanding of the word-oriented screen Learn to recognize the word that the teacher should understand the editor's intentions, make full use of illustrations, through the guidance of the problem, so that students gradually expand the understanding and deepening. The design of the problem not only embodies the guiding thought of exploration and development of students, but also makes the thinking of students in a multi-dimensional and open state. For example, in the teaching “kitten fish” lesson of the word “corn” “jade” and “soil”