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《义务教育语文课程标准》指出:评价识字要考查学生认清字形、读准字音、掌握汉字基本意义的情况,以及在具体语言环境中运用汉字的能力,借助字典、词典等工具书识字的能力;不同的音、掌握汉字基本意义的情况,以及在具体语言环境中运用学段应有不同的侧重。可是,当我们走进不同年段的词语教学课堂,似乎常常看到一样的词语教学设计—读准字音、认清字形、积累词语、写好汉字……从刚学汉字的一年级,到即将小学毕业的六年级,教师们似乎都千篇一律地在帮助学生对生字词进行“读、认、写”的过程,不论这个词语有何特点,也不论学生对这个词语的已有认知水平有多高,更不论这个词语与文章内容上有何联系,以及这个词语能否帮助学生事半功倍地理解课文内容。
The compulsory education Chinese Curriculum Standard states: Students’ ability to recognize Chinese characters, read Chinese characters and grasp the basic meaning of Chinese characters, as well as their ability to use Chinese characters in specific language environments, and to use tools such as dictionaries and dictionaries to read words ; Different tone, grasp the basic meaning of Chinese characters, as well as the use of academic segments in a specific language environment should have different emphases. However, as we walked into vocabulary teaching classes in different years, we often saw the same word instructional design - read quasi-phonetic characters, recognize the characters, accumulate words and write Chinese characters ... From the first year of just learning Chinese characters to the forthcoming In the sixth grade of primary school, teachers seem to be doing their utmost in the process of helping students to read, recognize, and write a living word, regardless of the characteristics of the word and the students’ prior knowledge of the word How high the level, no matter how the word relates to the content of the article, and whether this term can help students to understand the content of the lesson with less.