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教学实践告诉我们:学生阅读能力的提高、良好阅读习惯的养成,都离不开学生阅读的实践活动。然而纵观目前低年级的阅读课,有两个问题尤为突出:(1)学生读书时间太少。有的教师在教学一篇课文时,学生连课文都没读通,便急于转入繁琐的串讲分析,一篇课文教下来相当一部分学生连正确流利地读课文的要求都达不到。由于对语言形式所表达的内容缺乏具体感受,因而就谈不上对课文语言材料的理解和积累了。(2)缺乏科学的方法指导,学生读书成了“小和尚念经,有口无心。”因而收获甚微,甚至对阅读产生了厌倦心理。
Teaching practice tells us: the improvement of students’ reading ability, the development of good reading habits, are inseparable from the practice of reading students. However, there are two issues that are particularly prominent when looking at the current lower-level reading class: (1) Students have too little time for reading. Some teachers teach a text, the students did not even read the text of the passage, it is eager to turn into the complicated string analysis, a text teaching a considerable part of the students even the right to read the text of the requirements are not reached. Due to the lack of specific feelings expressed in the language form, it is impossible to understand and accumulate textual language materials. (2) The lack of scientific methodological guidance, student reading became “little monk read, there is no heart. ” So little gain, and even tired of reading psychology.