论文部分内容阅读
在我们的语文教学中通常存在这样的问题:一篇篇优美的文章被肢解为一个个琐碎的问题;学生还没来得及好好体会课文,就被要求划分段落,归纳段意及中心思想。有的则把语文课上成地理课或美术课。结果可想而知,很多学生学习语文积极性不高,劲头不足,教师讲得天花乱坠,学生却听得昏昏欲睡,教学效果大打折扣。这不能不说是语文的悲哀,导致这种结果的原因是多方面的:
In our language teaching, there is often such a problem: a beautiful article is dismembered into a trivial issue; students have not had time to fully understand the text, they were asked to divide the passage, to summarize the meaning and the central idea. Others take Chinese as a geography or art class. The results can be imagined. Many students are not enthusiastic about learning Chinese. They are not motivated enough. Teachers are over-hyped while students are drowsy. Teaching effectiveness is greatly reduced. This can not but be said that the language of sadness, leading to such a result for many reasons: