论文部分内容阅读
2011版《语文课程标准》提出“语用”教学理念以来,各种形式的语用训练如同雨后春笋般出现。入选教材的文本都是文质兼美的典范,蕴藏着丰富语言价值训练点,教师要想在一节课中都有所体现和涉及,什么训练点都想抓,最终往往都是事与愿违。针对教材文本,如何才能准确遴选出契合学生认知需要的语用训练价值点呢?笔者认为应当从以下几点出发。一、在生活中遴选训练点生活是语文学习的源头活水。任何一篇文本的语用训练
2011 version of “Chinese Curriculum Standards” put forward “pragmatic” teaching philosophy since the various forms of pragmatic training as springing up. The selected texts are both textual and aesthetic examples, rich in language value training points, teachers want to have a lesson in all reflected and involved, what training points want to grasp, and ultimately tend to be contrary to expectations. For textbooks, how to accurately select the value of pragmatic training in line with the cognitive needs of students do? I think we should proceed from the following points. First, choose training point in life Life is the source of living language learning. Pragmatic training of any text