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从事两年的小学低年级语文教学实践,我感触颇深。众所周知,低年级语文课文大多以儿童喜闻乐见的故事、童话、诗歌等形式出现。针对这一特点,我在语文教学中注意运用情境教学法,使学生在一定的情境下感知知识,寓教于乐,培养学生的审美情趣,取得一定的效果。情境教学,即根据一定的故事情节,创设与之相关的语言环境、情景环境等,使学生仿佛置身于故事中,成为故事的主人翁,从中寻找疑问,解答疑问,明白道理。例如,教第二册的《小壁虎借尾巴》时,我利用多媒体,配上音乐,将画面和音乐有机地结合,展现在学生面前,学生仿佛置身于
Engaged in two years of lower primary Chinese teaching practice, I feel deep. As we all know, the lower grades of Chinese text mostly to children’s stories, fairy tales, poetry and other forms appear. In response to this feature, I pay attention to the use of situational teaching in Chinese teaching so that students can perceive knowledge, entertain and cultivate students’ aesthetic taste in a certain situation and achieve certain results. Situational teaching, that is based on a certain storyline, to create a related language environment, situational environment, so that students seem to exposure to the story, become the masters of the story, from which to find questions, answer questions, understand the truth. For example, when I teach “Little Gecko Tail” in Book 2, I use multimedia and music to combine pictures and music organically to show students in front of them.