论文部分内容阅读
小学语文课程资源的开发是语文课程改革的重要组成部分,是提高小学语文教学质量的重要手段。生成性课程资源是在真实的语文课堂教学中产生的,具有较大的开发潜力,是语文课堂教学中不容忽视的重要资源,可为语文课堂增添生命力。本文试以课堂教学中学生容易出现的这样那样的错误为切入点,结合实际教学实例,谈谈在小学语文课堂教学中教师如何巧妙利用学生的错误来开发生成性课程资源,以追寻语文课堂教学的生命张力。一、顺水推舟,将错就错——捕捉课堂生成性资源由于学生思维能力还不够成熟,缺乏丰富的知识与实践经验,难免在语文课堂教学中对语文教师的预设会错意、表错情。此时,教师不妨顺水
The development of the primary Chinese curriculum resources is an important part of the Chinese curriculum reform and an important means to improve the quality of primary Chinese teaching. Generative curriculum resources are generated in real Chinese classroom teaching and have great potential for development. They are important resources that can not be ignored in Chinese classroom teaching and can add vitality to Chinese classroom. This article attempts to classroom teaching students prone to such mistakes as the starting point, combined with the actual teaching examples to talk about how to use the students’ mistakes in the primary Chinese language teaching to develop the generative curriculum resources in order to track the language teaching Life tension. First, the boat pushed, will be wrong - to capture the resources of the classroom due to the ability of students thinking is not mature enough, the lack of rich knowledge and practical experience, it is inevitable in the Chinese language teaching of the preconceptions of Chinese teachers will be wrong, the wrong list. At this point, teachers may wish to go along