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现行人教版小学语文教科书主要以专题单元形式编排,没有明显的言语能力体系。就教学而言,尤其是习作教学,难以形成较为明晰的言语目标体系。如何开展有主题统摄,言语能力跟进,并具有一定序列化的作文教学呢?就习作主题而言,可以经由聚焦而定位主题核心、丰富而充实主题内涵、拓展而激活主题范畴、表达以揭示主题意义;就言语能力而言,可以依据单元导语拟定言语目标,融入阅读教学习得言语方法,结合口语交际尝试言语表达,借助交流平台巩固言语能力;从而一作一得以明确单个单元习作教学能力目标的指向性,循序渐进以形成同一专题习作教学能力目标的延续性,进而殊途同归,建构序列化、体系化的习作教学能力目标。
The current PEP primary school Chinese textbooks mainly in the form of thematic units, there is no clear language ability system. In terms of teaching, especially for the practice teaching, it is difficult to form a more clear target system of speech. How to carry out a thematic repertoire, verbal ability to follow up, and have a certain sequence of composition teaching? As for the theme of the work, you can focus on the theme of the core positioning, enrich and enrich the theme of content, expand and activate the theme of the area, to reveal the revelation In the aspect of speech ability, we can formulate the target of speech according to the unitary guideword, incorporate the method of reading and learning to learn the speech, try to express the speech in combination with oral communication, and consolidate the speech ability through the exchange platform; The directionality of graduation to form the same topic of teaching objectives of the continuation of teaching objectives, and then the same thing by the way, the construction of serialization, systematic teaching objectives of teaching ability.