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根据《义务教育语文课程标准》(2011年版)要求,第一至第三学段学生课外阅读量不少于145万字,应会背诵优秀作品160篇(段)。那么,在语文教学过程中怎样实现课内外阅读的有效沟通呢?一、借助文本,多形式阅读叶圣陶先生在《谈语文教本》一文中说:“语文教本只是些例子,从青年现在和将来需要读的同类的书中举出来的例子,其意是说你如果能够了解语文教本里的这些篇章,也就大概能阅读同类的书,不至于摸不着头脑。所以语文教本不是个终点。从语文教本入手,目的却在阅读种种的书。”
According to the requirements of the Compulsory Education Curriculum Standard (2011 Edition), students in the first to third semesters should have not less than 1.45 million extra-curricular readings, and should recite 160 excellent works (paragraphs). So, how to achieve effective communication in and out of class during the process of Chinese teaching? First, with the help of texts and multi-forms readings, Mr. Ye Shengtao said in his article “On Chinese Textbooks:” Chinese textbooks are only examples of what people now and in the future The examples in similar books that need to be read mean that if you can understand these chapters in a Chinese textbook, you can probably read the same kind of books, so you will not be confused. Chinese textbooks to start with the purpose of reading a variety of books.