高年级阅读教学的重点是抓篇章结构,然而篇章结构不能离开字词句段而孤立存在。那么如何针对高年级学生的知识能力基础,采用适当的教学方法。有效地进行词语教学?下面是我的几点浅见。一、准确理解通过比较加深理解。如《在仙台》第一段中有两个“却”字:“初冬已经颇冷,蚊子却还多”,“好意难却”,一比较学生就懂了,前者表示“转折”,后者是“推却”。二、三段中三处写到“讲义”:“听到许多新鲜的讲义”,“我的讲义你能抄下来吗?”“我交出所抄的讲义去”。前两个指讲课的内容,后者指听课笔记。如果泛泛而谈,学生的印象就不深刻,只有通过 The focus of senior reading teaching is to grasp the chapter structure, however, the chapter structure can not exist in isolation from the word section. So how to deal with the basis of knowledge ability of senior students, using appropriate teaching methods. Effective vocabulary teaching? Here are some of my humble opinion. First, accurate understanding through more understanding. For example, in the first paragraph of Sendai, there are two “but” words: “the early winter is already quite cold and there are more mosquitoes,” and the “harder ones are harder.” A comparison student understands that the former means “turning point” while the latter Is “pushing away.” In the second and third paragraphs, we wrote “Handouts” in three places: “Hear many fresh handouts,” “Can you take down my handouts?” “I hand over handouts.” The first two refer to the content of the lecture, the latter refers to the lecture notes. If you talk in general terms, the student's impression is not profound, only through