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在农村小学工作了几十年,每次听课都能听到孩子读中存在的一些问题,而高年级的教师总是说基础不好,低年级的教师则推到幼儿园。从三年级语文教到六年级语文,又在实践中听了许多低年级教师的课,低年级侧重于拼音的识记与巩固,强调音准;中年级强调正确、流利、有感情,两者的目的是一致的。不过中高年级存在朗读过程中唱读、顿读(一个字一个字地读书),读书过程中多字少字,这些问题不能简单地责怪哪一个教师。
After working in rural primary schools for decades, each class can hear some of the problems that children have while they are reading, while senior grade teachers always say that the foundation is not good and the lower grade teachers push to kindergarten. From the third grade of Chinese language teaching to the sixth grade of language, and in practice, many teachers listen to the lower grades, the lower grades focus on pinyin recognition and consolidation, emphasizing the pitch; middle-grade emphasis on correct, fluent, emotional, both The purpose is the same. However, there are reading in high school grade reading process, reading (reading a word by word), the process of reading more than a few words, these problems can not simply blame a teacher.