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随着新课改实践的深入,语文课堂教学的生态发生了质的变化。同时,语文课堂教学的形式又陷入了一个新的模式。语文教学从1953年学习苏联“《红领巾》六步教学法”——介绍作者和写作背景、教师范读课文、解释词语、划分段落和归纳大意、总结主题思想、分析写作特点——的模式,到现在又落入了我姑且称之为“新课程六步教学法”——导入新课、知人论世、整体感知、品味鉴赏、合作探究、迁移练习——的窠臼。因为工作需要,笔者经常在本校或到外地去听本学科和其他学科教师的课,发现现在这种模式大有“星火燎原”之势,不光语文学科如此,数理化政史地等学科也是这样。一种新的教学模式正在形成并有僵化的趋势。
With the deepening of the new curriculum reform practice, the ecology of Chinese classroom teaching has undergone a qualitative change. At the same time, the form of Chinese classroom teaching has plunged into a new model. Teaching Chinese from 1953 to the Soviet Union “Red Scarf ” Six Steps Teaching Method “- Introducing author and writing background, teachers reading texts, explaining words, dividing paragraphs and inductively summarizing theme ideas and analyzing writing features. Mode, and now it falls into the category that I tentatively called ”the six-step teaching method of the new curriculum“ - the introduction of new lessons, the knowledge of the world, the overall perception, taste appreciation, cooperation and exploration, and migration exercises. Because of work needs, I often go to our school or to the field to listen to this subject and other subject teachers, and found that this model is now a great ”sparks" a trend, not only in language science, mathematics, history and other disciplines such is the case . A new teaching model is emerging and there is a rigid trend.