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在多年的小学语文教学实践中,笔者发现:部分学生上课发言时或语言简单苍白或表述不清,部分学生从中年级升入高年级,听说读写能力提升不明显,尤其是写作水平仍在原地踏步,很多学生对写作文感到手足无措,语言品质没有从“量”的积累过渡到“质”的飞跃。笔者不禁疑惑,为什么学生无法深入浅出,把习得的文本语言转化为自己的语言呢?如何教好语文,打通学生语言的壁垒呢?带着种种困惑,笔者参与省级课题“指向言语形式的小学语文教学阅读教学
In many years of primary Chinese teaching practice, I found that: some students speak simple language or plain language or articulation, some students from middle-grade to senior, I heard that reading and writing ability is not obvious, especially the writing level is still in the original Pacers, many students feel guilty of writing articles, language quality did not from the ”volume“ of the accumulation of transition to ”quality " leap. I can not help doubting why students can not explain profound theories in simple terms, the text of the learned language into their own language? How to teach good language, to open up barriers to student language? With all sorts of puzzles, I participated in the provincial subject Primary school Chinese teaching reading teaching