尽管小学语文教学十几年来改革成绩斐然,但问题仍然很多。其中一个重要原因是,现有教材存在一些问题。突出表现是不仅每篇课文、每节课教学要求不清,从一年到六年,各个年级、各项训练的要求也不清,没有一个从低到高、循序渐进的科学的序列。 从朗读内容看,从一到六年,除了“朗读课文”就是“有感情地朗读课文”。究竟怎么训练,通过哪篇课文、哪段课文,训练哪项朗读技能,全凭老师们各行其道了。教材中没有训练要求,没有训练方法,教学中怎么能不出现随意性呢? Despite the remarkable achievements of reform in the teaching of primary schools in more than a decade, the problem is still vast. One of the important reasons is that there are some problems with the existing teaching materials. Outstanding performance is not only every lesson, each class teaching requirements are not clear, from one year to six years, all grades, the training requirements are not clear, there is no a low to high, a gradual sequence of science. From the reading content, from one to six years, in addition to reading the text is “read the text emotionally.” How exactly to train, through which text, which text, which reading skills training, depends entirely on the teachers have their own way. There is no training requirements in the teaching materials, there is no training methods, teaching how can not appear arbitrary?