论文部分内容阅读
时下的语文课堂,诵读被提到了一个很重要的位置,新一轮的课改大潮中更是要求无论何种类型的课,都要有些读书声。作为一名语文教师,我体验到了诵读带给课堂的生气,而在观摩的各种语文比赛中,诵读也成了评价课堂好坏的一项主要指标,这对语文课改来说是一大进步;但在高调指导诵读的同时,笔者发现很多课进入了一个“唯读”是本,忽视学生情感的误区。众多比赛课、观摩课上,学生的诵读形式多样:个读、小组读、男女生分读、齐读等。一派繁荣的
Today’s Chinese class, reading is mentioned a very important position, the new round of tide of curriculum reform is to require no matter what type of class, have to read some of the sound. As a language teacher, I experienced the anguish brought to the classroom by reading, and in the various language competitions that I watched, reading also became a major indicator for evaluating the quality of the class, which was a big issue for the Chinese curriculum reform But in the high-profile instruction reading, I found that many lessons into a “read-only ” is the root, ignoring the misunderstanding of student emotions. Many competitions, observation class, the students read a variety of forms: a read, group reading, boys and girls reading, reading and so on. A group of prosperous