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《全日制义务教育语文课程标准(实验稿)》明确指出:“识字写字是阅读和写作的基础,是1—2年级的教学重点。”尤其识字教学是整个语文教学的基石。从事低年级语文教学的老师,在教学“识字”这一环节时,方法各异,花样多多,而效果也各不相同。究竟怎样才能更好地把学生的识字兴趣激发出来,更好地在教学活动中体现学生的主体地位,发挥教师的主导作用,而达到识字教学的最高境界呢?我也不禁思索一些实践过程中的不适应,操作上的困惑,真的是教材编排的不合理,还是教师本身理念的滞后或者理念走人误区引起的呢?
The full-time compulsory education Chinese Curriculum Standard (experimental draft) clearly states: “Literacy writing is the basis of reading and writing and is the key point of teaching in Years 1-2.” In particular, literacy teaching is the cornerstone of the whole Chinese teaching. Engaged in the lower grades of language teaching teachers, teaching “literacy ” this part, different methods, a lot of tricks, and the effect is also different. How can we better stimulate students’ literacy interests, better reflect the dominant position of students in teaching activities and give play to the leading role of teachers to achieve the highest level of literacy teaching? I can not help but think about some practical processes Not suited, the operation of confusion, is really unreasonable textbook arrangement, or the concept of the teacher’s own lag or go wrong ideas caused it?