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随着语文课堂“务本、求实”教学思想的不断深入,中高年级段教师在进行第二课时教学时,都会对第一课时教学中的重点词语进行复习巩固,以有效地提高学生对词语形与意的识记理解,为学生顺利进入第二课时教学做好准备。但是,现在许多教师进行“词语复习”设计时,没有注重“词语复习”对第二课时教学的多重功效,导致这个环节高耗而低效。如有的教师在进行词语复习时,过程单一:“请同学们拿出家庭作业本,听写几个词语。”教师把课后的生字组成的词语读一遍,学生默写一下,同桌对照课本互相批改。最后,教师只是简单统计默写正确的同学有多少,小结后,就进入第二课时教学。由于词语的意
With the continuous deepening of the Chinese classroom teaching philosophy, “realistic, realistic” teaching ideas, middle and high school grade teachers in the second class teaching, will be the first class of teaching key words review and consolidation to effectively improve student pairs Words form and meaning of understanding of understanding, for students to successfully enter the second class teaching preparation. However, many teachers nowadays do not pay attention to the multiple effects of the “word review” on the teaching of the second class when designing the “word review”, resulting in high consumption and low efficiency of the link. If any teacher in the review of words, the process of a single: “Please students come up with homework books, dictation of a few words. ” Teachers to read words after class words again, the student dictation, the same table control Textbooks criticize each other. Finally, the teacher is only a simple statistic how many students have the correct dictation, after the summary, they entered the second class teaching. Due to the meaning of words