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阅读教学研究目前已进展到什么程度?从全国小学语文教学研究会.第二次年会(1982.7.23—7.29)交流的经验看,阅读教学已由传统的“讲、问、听、答”转向“培养学生的能力”.研究的重点从教师怎样教,移到“学生怎样学”.结合对学生生理、心理、思维、智力、环境等因素的专门探讨,我国小学语文教学工作者纷纷进行研究、实验,探索在小学阅读教学中发展学生智力的道路.湖南长沙市清水塘小学杨瑞华老师从观察入手,尽量让学生进行多种感官活动,力求使孩子们眼睛尖一点,耳朵灵一点,思维活一点,记性好一点,江苏南通师范二附小特级教师李吉林在学习赞科夫教学理论基础上,成功地运用了“情境教学法”.他
How far has the reading teaching research progressed? From the experience of the National Primary School Chinese Teaching Research Association. Second Annual Conference (1982.7.23 - 7.29), reading teaching has traditionally been “speaking, asking, listening, and answering.” Turning to “cultivating students’ abilities.” The focus of the study has shifted from how teachers teach to “how students learn.” Combining specialized discussions of students’ physiology, psychology, thinking, intelligence, and environment, Chinese primary school Chinese teaching workers have carried out Research and experiment to explore the path of developing students’ intelligence in reading teaching in primary schools. Teacher Yang Ruihua of Qingshuitang Elementary School in Changsha, Hunan Province starts from observation, tries to make students perform various sensory activities, and strives to make children sharper in their eyes and ears. Lively, better memory, Jiangsu Nantong Normal University Secondary Attached Primary Teacher Li Jilin successfully applied the “Situation Teaching Method” based on the study of Zankov teaching theory.