论文部分内容阅读
仔细揣摩九年义务教育全日制初中语文教材后的练习,可以发现,课后练习的设计主要着眼于培养学生的语文能力.诚如编辑说明中介绍的那样,课后练习一般分三个层次.第一层次是“理解·分析”,着重理解课文的思想内容、篇章结构和语言运用,体现了对课文的整体把握;第二层次“揣摩·运用”,是第一层次的进层和深化,着重分析理解文章的布局谋篇、遣词造句的巧妙所在,体现了微观分析和实际运用.上述两个层次的训练有助于学生把课本的基础知识转化为相应的技能;第三层次“积累·联想”是继前两项之后,让学生巩固已学的知识,通过熟读或背诵、比较鉴别,加深对课文的理解,进而促进学生的迁移能力.由此可见,课后练习是教师钻研教材、设计教学过程的依凭,是学生巩固知识、演练技能的阶梯,也是将知识转化为能力的桥梁.因此,如何将课后练习融于教学的全过程,充分发挥其应有的作用,是教好语文的重要环节.
After carefully examining the nine-year compulsory education full-time junior high school Chinese textbooks, we can find that the design of the after-school exercises mainly focuses on cultivating the students' language proficiency. As explained in the editorial, the exercises after class generally fall into three levels. The first level is “comprehension and analysis”, focusing on the understanding of the text content, text structure and language use, embodies the overall grasp of the text; the second level “try to figure out the use of” is the first level into the layer and deepen, Focus on the analysis of the article to understand the layout of the article, the ingenuity of the words and expressions, reflecting the microanalysis and practical application of these two levels of training helps students to basic knowledge of textbooks into the corresponding skills; the third level of “accumulation Lenovo ”is the first two, after allowing students to consolidate the knowledge they have learned, through familiar or memorize, more differential, deepen the understanding of the text, thus promoting the ability of students to migrate.Thus, after-school practice is the teacher to study textbooks , The design of the teaching process depends on students to consolidate the knowledge and skills of the ladder, but also the knowledge into a bridge of competence.Therefore, how to practice after class into teaching The whole process, to fully play its due role, is an important step to teach languages.