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小学语文课本所选古诗篇幅短小、句式整齐、音韵和谐,学生乐于学习;语言凝炼、内涵丰富、意境深远,为学生思维纵横驰骋提供了广阔的空间。怎样在小学古诗教学中培养学生的语言能力,发展学生的思维呢?我认为应抓住四个环节: 第一,自读自学。教学前,不范读、不提示、不讲解,放手让学生自学,要求达到:1、会读(读准字音,语气合乎口语习惯和诗的节奏),2、会讲(能大致讲出词语和诗句的意思)。学生根据上面两个要求,按照自己的思路,独立作出自己的判断,形成自己的读法和讲法。在词语与诗句的解释上,只要前后贯通,言之成理,允许多种解释并存。这样,学生思维不受羁绊与限制,如长空飞鹰,广原驰马,进行多角思维,使学生思维得以向外发散。
The ancient Chinese poetry of primary school language textbooks is short, neat, rhymed, harmonious, and students are willing to learn; language is concise, rich in content, and far-reaching in artistic conception, which provides a broad space for students to think and go. How can we train students’ language skills and develop students’ thinking in primary school ancient poem teaching? I think we should seize four steps: First, self-education. Before teaching, do not read, prompt, or explain, let students self-study, and ask them to: 1. Read (read pronunciation, tone meets spoken language habits and rhythm of poetry), 2. Speak (can generally speak words And verses. According to the above two requirements, the students, in accordance with their own ideas, independently make their own judgments and form their own reading and teaching methods. In terms of interpreting words and verses, as long as they are communicative, it is reasonable to allow multiple interpretations to coexist. In this way, the student’s thinking is not subject to restrictions and restrictions, such as the long-sky eagle, Guangyuan Chima, multi-angle thinking, so that students can diverge thinking.