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近年来,中学语文教学领域内研究语文教学效率的提升及对教材中教学内容确定的文章和课例很多,其中不乏真知灼见,但只从教材的深度理解和挖掘去做文章的也很多。往往是:不顾施教对象,对教材过度解读,一味深挖其语文价值以展示教师的功底和才能;只求形式创新,忽略文本价值,满足听者一时的求新刺激和轰动效益。其实,无论哪类文体的文章,一旦进入教材,除其自身固有的语文价值外,还有一个更为重要的价值维度,即应按学生的认知水平和知识贮备来确定其教学内容。这应是教材(教学文本)
In recent years, the improvement of Chinese teaching efficiency in teaching Chinese teaching in middle school and the number of articles and lesson plans on the teaching contents of the textbooks are numerous, including some insightful insights. However, there are also a lot of articles from the deep understanding and excavation of textbooks. Often is: regardless of the object of teaching, over-interpretation of teaching materials, blindly digging their language value to demonstrate the teacher’s knowledge and talent; just form innovation, ignore the value of the text to meet the listener moment of new stimulation and sensational benefits. In fact, no matter what kind of style articles, once the textbooks, in addition to its own inherent value of the language, there is a more important dimension of value, that is, students should be cognitive level and knowledge to determine their teaching content. This should be a textbook (teaching text)