论文部分内容阅读
2011年版课标指出:“阅读教学是学生、教师、教科书编者、文本之间对话的过程。”只有在真实的对话中才会有真正的学习发生。本文将以中国农业科学院附属小学王珍荣老师执教的《风》为例,探讨教师是如何在课堂教学中实现多重对话的。王老师的课整体设计呈现为三个大环节,即“认读—理解读—创作读”。课标指出:“阅读教学要注意培养学生感受、理解、欣赏和评价的能力。”教师需要设计怎样的活动才能让学生获得这些能力?就这首小诗而言,首先需要学生认读诗中的生字词,能够读准、读通这
The 2011 version of the curriculum standard states: “Reading instruction is a process of dialogue among students, teachers, textbook editors, and text.” Only in real conversations can there be real learning. This article will take the “wind” coached by Wang Zhenrong, a primary school attached to the Chinese Academy of Agricultural Sciences, as an example to explore how teachers can achieve multiple dialogues in classroom teaching. Wang’s overall design of the class presents three major links, that is, “read - understand reading - creative reading.” Curriculum standard states: “Reading teaching should pay attention to cultivating students’ ability to feel, understand, appreciate and evaluate.” "What kind of activities teachers need to design to enable students to acquire these abilities? In this poem, we must first recognize the students Words in the poem, can read accurate, read through this