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语文学习不只是知识的积累,而是知识能力、过程方法、情感态度价值观的语文素养的立体构建。在主题阅读教学中,我们利用全校语文教师的自身资源,以主题为一根清晰的线索,归纳总结出每一个单元教材的特点,找到与主题相匹配的名家名篇,按一定的序列梳理成一个单元的拓展篇目,编写相应的主题式导语和单元思考题,汇编成两本校本教材:《主题式美文阅读》和《主题式经典诵读》。以现行语文教材出发,以主题单元的形式学习课文后,拓展学生的知识面。原本12课时左右的一个单元教学任务,压缩在8课时左右,剩余时间进行同步拓展阅读,提高教学效率,辐射大量有针对性的阅读材料,力图形成以主题为圆心,以阅读实践为半径的大圆。在教师的引导下,我们希望学生能从多样化的文本中得到丰富的情感体验,提高自己的阅读能力。
Language learning is not only the accumulation of knowledge, but the three-dimensional construction of language literacy of knowledge ability, process method and emotional attitude and values. In the topic of reading teaching, we use the school’s own language resources teachers, with the theme as a clear clues, summed up the characteristics of each unit textbook to find the theme match famous masterpiece, sorted by a certain sequence into A unit of expanded articles, the preparation of the corresponding topic lead and unit thinking questions, compiled into two school-based teaching materials: “thematic reading of the United States” and “thematic classic recitation.” Starting from the current language teaching materials, the texts of the modules are expanded to cover the students’ knowledge base. The original 12 hours or so a unit of teaching tasks, compressed at about 8 hours, the rest of the time synchronization to expand reading, improve teaching efficiency, radiation a large number of targeted reading materials, trying to form a theme for the center of the circle to read the practice radius . Under the guidance of teachers, we hope that students can get rich emotional experience from diverse texts and improve their reading ability.