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不少学生家长都曾提出过,关于辅导孩子使用语文教科书的问题。在一次家长会上我做了如下介绍: 当语文教科书发下来后,可先引导孩子仔细阅读一下目录,看一看全册共安排有多少篇课文。数一数一类课文(讲读课文)共有多少篇;二类课文(阅读课文)共有多少篇;三类课文(独立阅读课文),共有多少篇。安排了几组基础训练题及读写例话。哪几组“例话”是侧重于指导“读”的,哪几组是侧重于“写”的;它与上下组课文在基础知识训练与读写能力培养上有些什么内在联系。这样,对教科书的整体安排就清楚了,本学期的学习任务也就明确了。在具体学习某一组课文时,看一看,想一想这一组是由哪几篇课文组成的、安排了
Many parents have raised the issue of counseling children to use Chinese textbooks. At a parent meeting, I made the following introduction: When the Chinese textbook is sent down, you can guide the children to carefully read the catalog and see how many articles are arranged in the whole book. What is the total number of articles in the first category (reading texts), how many articles in the second category (reading texts), and how many articles in the third category (reading texts independently). Arranged a few basic training questions and read and write examples. Which groups of “examples” are focused on directing “reading” and which ones focus on “writing”; and what is the intrinsic relationship between the upper and lower groups of texts in basic training and literacy training. In this way, the overall arrangement of the textbook is clear, the task of learning this semester will be clear. In the specific study of a group of text, take a look, think about this group is composed of several texts, arranged