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在语文课堂教学中,教师往往忽略对语文思维的提升,要么侃侃而谈,断然占用学生的思维空间,要么“抢注”思维,让优等生直接替代,大部分学生只能依附于教师的结论,肤浅地感悟和体会,使课堂难有真正的语文思考,更无法触动学生的语文情感之弦。这是语文阅读课堂教学流于肤浅的根本原因。笔者认为,语文阅读教学要重在引导学生经历思考的过程,激活语文思维,彰显思维的厚度。那么,该如何提升语文阅读教学的教学效能呢?我为此展开了相关的教学实践,现根据自己的课堂教学经验,谈谈自己的体会和思考。
In Chinese classroom teaching, teachers tend to neglect the improvement of Chinese thinking, either speak freely, categorically occupy the thinking space of students, or “cybersquatting” thinking, so that students directly substitute superior, most students can only attach to the teacher The conclusion, superficial understanding and experience, making the classroom difficult to think real language, but can not touch the strings of the students’ emotional language. This is the fundamental reason for the superficiality of Chinese reading classroom teaching. The author believes that the teaching of Chinese reading should focus on guiding students to experience the process of thinking, activation of language thinking, demonstrate the thickness of thinking. So, how to improve the teaching effectiveness of Chinese reading teaching? I started the relevant teaching practice, is based on their own classroom teaching experience, talk about their own experience and thinking.