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响应《国家中长期教育改革与发展纲要(2010—2020)》的要求,改变当前的语文教学现状,就必须坚持课堂教学改革,通过课堂教学培养学生能力,形成自主学习的习惯。学案式语文教学使“文本问题化、问题活动化、活动层次化”一改以往教学模式,让学生从题海或形式化的课堂走出来。学案式语文教学注重工具性与人文性的统一。要处理好一份练习中课前导学、课堂激学、课后巩固三者的关系:学前案重在课前导读,是对文本的梳理性阅读;学案重在课堂导听、导思,是对文本进行精细化阅读;课后案重在课后导做,对文本进行微型话题阅读。学案的坚持使用,实现语文课堂的减负增效,促进学生的主动、自主的学习并最终形成自主学习的习惯。
In response to the requirements of the “National Medium and Long-Term Education Reform and Development Program (2010-2020)” and changing the current situation of Chinese teaching, we must adhere to the teaching reform in the classroom and develop students’ abilities through classroom teaching so as to form an autonomous learning habit. Teaching Chinese as a result of case study makes “problem of text, problem of activity, level of activity ” a change of past teaching mode, let students come out from the sea or formal classroom. The case teaching focuses on the unity of instrumentalism and humanity. To deal with a practice of pre-lesson guidance, class excitement, after-school consolidation of the relationship between the three: pre-school case weight in reading before the text is a sort of combing reading; case study in the classroom guide, guide , Is to finely read the text; after-school emphasis on class after the tutorial, the text for micro-topic reading. Adhere to the case study, to achieve the burden of reducing the language class efficiency, promote students’ initiative and autonomous learning and eventually the formation of self-learning habits.