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阅读教学中,在理解内容的同时,教师要紧扣教材特点,根据学生实际,采取多种形式,加强学生说话的指导和训练,切实提高学生的口头表达能力。具体说来,可以从以下几方面入手。抓住课题,推测说。许多课题都高度地概括了课文的主要内容。教学时,让学生依据课题,推测文章内容,然后进行口头表达。如学习《飞夺泸定桥》一文时,教师提问:“看到这个题目,你认为课文应该写哪些内容?重点写什么?”这样学生既从题目中感知了课文内容,又进行了说话训练。抓住段意,概括说。就是在分清段落,总结出段意的基础上,让学生把各段的意思综合起来,概括地说出课文的主要内容。如《草船借箭》全文可分四段(段意略),让学生用自己的话把四个段意连起来,概括出课文内容,同时也对学生进行了说话训练。抓住提纲,扩充说。就是根据课文的提纲,按照
In reading teaching, while comprehending the content, teachers should closely follow the characteristics of teaching materials, adopt various forms according to the students' actual conditions, strengthen the guidance and training of students' speaking skills, and effectively improve students' oral expression ability. Specifically, we can start from the following aspects. Catch the subject, speculated that. Many topics are highly summarized the main content of the text. When teaching, ask students to guess the content of the article based on the subject, and then make the oral expression. Such as learning “Flying Luding Bridge,” a text, the teacher asked: “See this topic, what do you think the text should be written? What is the focus of writing?” “This student perceived the content of the text from the title, Talking training. Segment to seize, summed up. Is to distinguish the passage, summed up the paragraph meaning, based on the students to the meaning of the paragraphs together, outlining the main content of the text. For example, the full text of ”Grasshopper Borrowing Arrows" can be divided into four sections (paragraph meanings). Students are allowed to connect the four paragraphs in their own words to summarize the contents of the texts as well as to train students in speaking. Seize the outline to expand that. It is based on the outline of the text, according to