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古典诗歌和现代诗歌的教学应 以指导学生吟诵为主,这一点,现在 已成为广大语文教师的共识。既然诗 歌教学应以指导学生吟诵为主,那么 “讲”也就只能处于次要地位了,这并 不等于不要“讲”,诗歌教学同样离不 开“讲”。著名语文特级教师钱梦龙先 生主张,不论是阅读课还是诵读课, 作一点画龙点睛的讲解是必要的。其 实这道理简单而又明了。由于少年儿 童的知识基础、生活经验均有限,再 加上其心理特点,教师如果不作适当 的“讲”,就会妨碍或影响少年儿童对 诗歌的感悟、积累和熏陶,影响诗歌 教学的效果。
The teaching of classical poetry and modern poetry should guide pupils to master. This has now become the consensus of the majority of language teachers. Since the teaching of poetry and songs should be based on the guidance of students, then “speaking” can only be of secondary importance. This does not mean that “speaking” is not to be said, and poetry teaching cannot be separated from “speaking”. Qian Menglong, a prominent Chinese language teacher, advocates that it is necessary to make the finishing touches for reading classes and reading lessons. In fact, this principle is simple and clear. Since young children have a limited knowledge base and life experience, coupled with their psychological characteristics, if teachers do not properly “speak,” they will hinder or affect children’s perception, accumulation, and influence of poetry, and affect the effectiveness of poetry teaching.