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通过几年的调查分析发现,不少学校的语文阅读教学存在着许多弊病,我校也不例外。主要表现在: 1.投入和产出不成比例课上,教师大量的时间用在通过串讲、串问理解课文内容上。课后,学生的精力用在做大量的机械、重复、无思维价值的作业、习题上。学生的负担很重,但阅读能力提高缓慢。 2.学生没有成为学习的主人被动地学,盲目地练。学生围着老师转。自己读书的时间少,思考的机会少,独立进行语言实践的机会更少。影响了学生语文能力的提高,禁锢了学生的独立思考能力和创新思维。
Through several years of investigation and analysis, it has been found that many schools have many drawbacks in language reading teaching, and our school is no exception. Mainly manifested in: 1. Input and output are disproportionate to the class, teachers spend a lot of time to understand the content of the text through string talks and cross-questions. After class, students’ energy is used to do a lot of mechanical, repetitive, non-thinking value assignments and exercises. The burden on students is heavy, but the reading ability improves slowly. 2. The student did not become a master of learning passively and trained blindly. Students turn around the teacher. There are fewer hours of self-study, fewer opportunities for thinking, and fewer opportunities for independent language practice. Affecting the improvement of students’ language ability, they have impeded students’ independent thinking ability and innovative thinking.