论文部分内容阅读
现行人教版高中教材是根据新课程要求几经修订,于2002年经教育部审查通过,目前在全国使用最广的新课标教材。其继续采用了传统的单元编排体例,每单元均由“单元提示”“课文”和“课后练习”3个板块组成。这样的编排体例,单元中心明确,教学体系完整,在语文课改的各个时期都被认可并长期沿用。然而盘踞心头的一件小事却让笔者对其“课后”问题产生了疑问。那次与几位同事讨论《祝福》一文的教学方法。作为一篇传统课文,大家都觉得课文内容很熟悉,艺术风
The current PEP textbook for senior high school students has been revised several times in accordance with the requirements of the new curriculum and was approved by the Ministry of Education in 2002. It is currently the most widely used new curriculum teaching material in the country. It continues to adopt the traditional unit arrangement. Each unit is composed of 3 modules: “Prompt for Unit”, “Text” and “Post-Exercise Exercise.” This style of arrangement, the clear center of the unit, and the complete teaching system have been approved and used for a long period of time in all phases of the Chinese language curriculum reform. However, a minor issue in my mind caused the author to question his “after-school ” problem. At that time, I discussed the teaching method of “Blessing” with several colleagues. As a traditional text, everyone feels that the text is very familiar with art style.