《全日制小学语文教学大纲》明确规定:从三年级开始“练习给课文分段,说出段落大意。”五、六年级学生要求“能给课文分段,归纳段落大意。”然而,就目前小学语文教学状况而言,段的训练仍然是小学中、高年级阅读教学的难点,学生蒙段、猜段,甚至不会分段的为数不少。如何突破这个难点,使学生具有过硬的分段能力呢?我认为首要的问题是加强学生分段的操作性,使学生既知其然,又知其所以然。 一、什么是分段的操作性? 所谓分段的操作性就是指分段的具体步骤和方法。让学生按照分段的基本步骤和方法去做、去练,反复操作,逐渐形式技能。一般来说分段可分为以下四个步骤: 第一步:一读课文,弄清主要写了什么内容。 第二步:二读课文,了解每一自然节写了什么内容。 第三步:三读课文,看看哪几个自然节写的是一个 “Whole-day primary school language teaching syllabus” clearly states: from the third grade to practice “to the text segmentation, the passage of the effect.” Fifth and sixth grade students “can give the text segmentation, summarized the effect.” However, the current Primary language teaching situation, the segment of the training is still the primary and secondary high school grade reading teaching difficulties, students Mongolia section, guess section, not even a lot of segmentation. How can we break through this difficult task and enable our students to have excellent staging skills? I think the most important issue is to enhance the operability of students' staging so as to make students not only know what they are but also know why. First, what is segmented operability? The so-called segmented operability refers to the specific steps and methods. Allow students to follow the basic steps and methods of segmentation to do, to practice, repeated operation, gradually form skills. In general, the segmentation can be divided into the following four steps: The first step: reading the text to find out what was written. Step two: read a second text to understand what each section of nature wrote. The third step: reading the text three times to see which of several natural sections to write one