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语文教学必须从识字入手,只有积累一定数量的识字量,才能进一步提高开展别的语文教学活动的质量。修订版《小学语文课程标准》在教学安排上做了较大调整,识字量明显增加。为了提高识字效率,必须改变过去一个字读字音,分析字形,讲解字义,再让学生机械抄写的教法,而应采取更科学的方法,以达到事半功倍的效果。在课堂上创设情境,调动他们的参与意识和探究热情,激发学生的识字兴趣;联系学生的生活实际,开展各种活动,使识字训练更扎实、到位;变换角色,发挥主人意识,引导学生主动参与,自主识字,培养识字能力,从而使学生真正成为学习的主人。这样,教育的终极目标——培养会学习的人,才有可能实现。
Chinese teaching must begin with literacy. Only by accumulating a certain amount of literacy can the quality of other Chinese teaching activities be further enhanced. The revised version of “Primary Chinese Curriculum Standards” has made major adjustments in teaching arrangements and literacy has increased significantly. In order to improve the efficiency of literacy, we must change the way we used to read phonetic characters, analyze glyphs, interpret meaning and let students mechanically transcribe them. Instead, we should adopt a more scientific approach to achieve a multiplier effect. Create situations in the classroom, mobilize their participation awareness and enthusiasm to stimulate students’ literacy interest; contact students with the actual life, carry out various activities so that literacy training more solid, in place; change roles, play a sense of masters, and guide students to take the initiative Participate, self-identify literacy, develop literacy skills, so that students truly become the masters of learning. In this way, the ultimate goal of education - to cultivate people who will learn, is it possible to achieve.