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小学低年级的识字量特别大,学生识字,学得快,忘得快。如何解决这个难题呢?这是低年级教师一直以来思索的问题。心理学家马斯洛在《成长心理学》中曾指出:学生生来具有内发的成长潜力,不需要教师刻意指导。如何真正开发学生潜能,让学生成为课堂的主人,积极主动地识字?我在二年级教学过程中尝试着以“生字娃娃”为线索的自主探究性学习方法,通过尝试,教师教得轻松,学生学得愉快,学生尝到了识字的快乐,记忆生字又快又准确,使识字教学课成为学生期盼学习的课堂。
In the lower primary school, the amount of literacy is extremely large. Students are literate, learn quickly and forget fast. How to solve this problem? This is a problem for junior teachers who have been thinking about. Psychologist Maslow in the “Growth Psychology” has pointed out: students have inherent potential for growth, do not need teachers to deliberately guide. How to really develop the potential of students so that students can become the masters of the classroom and actively identify? In the second grade teaching process, I try to explore the self-inquiry method of learning with “doll”, through which teachers can easily learn , Students learn happily, students tasted the happiness of literacy, remembering words quickly and accurately, so that literacy teaching class students look forward to learning in the classroom.