论文部分内容阅读
在课外阅读备受关注的今天,语文课后作业也承担了拓宽学生阅读渠道、为学生课外阅读保驾护航的任务。但作为作业的一种形式,延伸阅读只能在课后进行,加之学生存在个体差异,并要受到各种外部因素(如家长的支持、阅读的环境等)的制约影响,因此这种阅读虽能统一布置,却很难做好反馈与评价工作。那么,如何追求有效的课后延伸阅读呢?一、广泛推荐,保障阅读内容的有效性1.以作者为基点拓展阅读
Today, after reading extracurricular attention, Chinese homework also undertakes the task of broadening the students’ reading channels and escorting extracurricular reading. However, as a form of homework, extended reading can only be done after class, combined with the existence of individual differences in students, subject to various external factors (such as parental support, reading environment, etc.) constraints, so this reading Can be unified layout, but it is difficult to feedback and evaluation. So, how to pursue an effective after-class reading? First, widely recommended to protect the validity of reading content 1 to the author as the base to expand reading