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在低年级语文课本中,为了配合教材内容,有控制地扩大识字量,在看图学词学句、学文和有关课文中,规定了一定数量的“二类”生字。对于这些“二类”生字,应怎样把握住基本要求,恰如其分地处理,这是低年级语文教学中应注意的问题。低年级语文课本中出现的“二类”字的教学要求是:①能借助汉语拼音,正确读出字音,把短语句子读连贯;②大体懂得这些字在词句中的意思,能理解教材内容。但目前在“二类”字的处理上出现了一些偏差。(1)任意提高要求。有些老师不顾学生的年龄特点和循序渐进的教学规律,片面追求识字量,把“二类”字当作“一类”字教。反复
In the lower grades of Chinese textbooks, in order to tie in with the content of the teaching materials, there is a controlled expansion of the amount of literacy. There are a number of “second-type” characters prescribed in pictorial, academic and related texts. For these “type two” words, how to grasp the basic requirements, properly dealt with, which is the language of lower grade should pay attention to the problem. The teaching requirements of the “second type” words appearing in the lower grades of Chinese textbooks are as follows: (1) The Chinese phonetic alphabet can be used to read the pronunciation correctly and the phrases can be read in a coherent manner; (2) The general understanding of the meaning of these words in words and expressions can be understood. However, there have been some deviations in the treatment of “type two” words. (1) arbitrarily improve the requirements. Some teachers ignore the characteristics of students' age and follow the law of gradual and orderly. repeatedly