论文部分内容阅读
学校开展“语文主题学习”活动至今已一年有余,作为其中的一名参与者和实践者,我亲眼目睹了学校的变化。教师们变了,一个个争先恐后,勤于阅读,勤于笔耕;学生们变了,一个个力争上游,爱阅读,爱积累。可以说,学校确实取得了可喜的成绩。但,实验毕竟还处于开始阶段,就像早春草木初萌刚睡醒的样子,于我而言,对“语文主题学习”的课堂,仍存着不少疑惑。怎样确定每课的那“一得”?怎样在扩大学生阅读面的同时,又夯实学生的语文基础知识?怎样
As one of the participants and practitioners, I have witnessed the changes in the schools so far. Teachers have changed, one by one scramble, diligent in reading, diligent writing; students have changed, one by one to strive for upstream, love reading, love accumulation. It can be said that the school has indeed made gratifying achievements. However, after all, the experiment is still in its infancy. Just like the early spring vegetation just woke up, in my case, there are still many doubts about the classroom of “language subject learning.” How to determine each class that “a get”? How to expand the students read the surface at the same time, but also to reinforce the students’ basic knowledge of Chinese language?