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语文教学在不断改进,学生知识质量总的来说在逐渐提高,但是问题还是存在的,特别是在一些基本知识的训练上问题更为严重。一个五年级语文教师在教完“举杯祝福毛主席”一诗后,提问:“谁祝福毛主席?”沉寂片刻之后,一个学生举手回答,竟把“举杯”当作主语。一个六年级学生竟把“谭祖尧的未婚妻李婉玉和他的妹妹柔玉”一句话当作四个人来理解。五年级新生入学试卷上,一个学生写着:“马马叫肉我做好争,不要做坏争。”经过全体阅卷老师的猜测,才明白他的意思是:“妈妈教育我做好事,不要做坏事。”问题到底何在?依我看来,是有的语文教师教学很不扎实,教学上存在一种漂浮的作风。
Chinese language teaching is constantly improving, and the quality of students’ knowledge is gradually improving. However, problems still exist, especially in the training of basic knowledge. A fifth-grade language teacher, after teaching the poem “Take a cup to bless Chairman Mao,” asks: “Who blesses Chairman Mao?” After a moment of silence, a student raised his hand to answer and actually took the “toast” as his subject. A sixth-grade student actually read the phrase “Tan Zuifu’s fiancee Li Yuyu and his sister Rouyu” as four people to understand. On the fifth year freshmen’s entrance examination paper, a student wrote: “Ma Ma calls me a good fight and I don’t want to fight badly.” After all the guessing of the teacher, he realized that what he meant was: “Mom educated me to do good things. Doing bad things.” In the end, what is the problem? In my opinion, some teachers of Chinese language teaching are not very solid, and there is a floating style in teaching.