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众所周知,语文教学须以听读说写训练为途径,以提高学生听读说写的综合能力为目的。然而,如何进行有效的听读说写训练,却又让语文教师感到“路漫漫其修远兮”,欲上下求索而不得。在实际教学中,许多教师在课时分配上重听读、轻说写,在课型结构上各管各、联系少,在训练要求上重技巧、轻触发。这些现象仍在一定程度上较为普遍地存在着。
As we all know, language teaching must be based on listening, speaking, writing and speaking training to improve students’ comprehensive ability in listening, reading, writing and writing. However, how to conduct effective listening, speaking, and speaking training has made language teachers feel that they are “very long and long-term”, and they are not allowed to search for it. In practical teaching, many teachers assign heavy reading and nonsense writing during class hours. Each class has a small number of connections and has little contact with each other in the class structure. Skills and tapping are required in training requirements. These phenomena still exist to some extent more generally.