论文部分内容阅读
一篇课文的教学一般可分为自读感知、精读领悟和诵读表达三个阶段。许多教师往往只重视中间的精读领悟阶段而忽视了自读感知和诵读表达这两个阶段,孰不知自读感知阶段是基础,有利于学生对课文的整体把握,在学生对课文还不熟悉的情况下就对课文进行条分缕析,学生对课文的理解自然是支离破碎的,缺少整体的把握和自身的感悟。而没有最后的诵读表达阶段,学生对课文的这种零碎的理解就难于得到整合和深化。因而教师在重视精读领悟阶段的教师的引领的同时,也应注重自读感知阶段学生的自悟自得和诵读表达阶段学生情感的表达和提升。
A text teaching can be divided into self-read perception, intensive reading and reading expression of three stages. Many teachers tend to pay attention to the middle of the intensive reading comprehension stage and neglect the self-read perception and recitation of these two stages, which do not know self-read perception stage is the basis for students to grasp the overall grasp of the text in the students are not yet familiar with the text Under the circumstances, the texts are analyzed in a piecemeal manner. Students’ understanding of the texts is naturally fragmented, lacking the overall grasp and self-awareness. Without the final stage of reading expression, the student’s understanding of the piecemeal text can hardly be integrated and deepened. Therefore, teachers should pay more attention to the teachers’ comprehension in the comprehension phase, and should pay more attention to the students’ comprehension and comprehension in the cognitive phase and the expression and promotion of students’ emotions during the recitation stage.