论文部分内容阅读
“学习语言文字运用”是语文课程标准(2011版)明确提出的核心理念,也是语文课程标准在实行了十年之后的重要修订。语言运用是着眼于学生语言表达的实践,应贯穿于语文课堂教学的整个过程。然而在当前的阅读教学中,将“学习语言文字运用”又窄化为“模仿文本内容形式进行有目的的练笔”“拓宽文本空白进行有针对的练笔”等单一的语言练习方式,忽视了“语言运用”在阅读教学中词语理解、文本体悟、情感表达时的应有价值,失去了“语言运用”的整体属性。
“Learning the use of language ” is the core concept clearly put forward by the Chinese Curriculum Standard (2011 Edition), which is also an important revision of the Chinese curriculum standard after ten years of implementation. Language application focuses on the practice of students’ language expression and should run through the whole process of language teaching. However, in the current teaching of reading, “learning the use of language and writing” is narrowed down to “imitating the content of text in the form of purposeful practicing pen” “to broaden the space of text to carry out targeted training” and other single language The way of practice, ignoring the “language use ” in reading teaching vocabulary understanding, text comprehension, emotional expression of due value, lost “language use ” of the overall attributes.