论文部分内容阅读
一、读与问结合根据学生认知规律,阅读教学一般要按照由整体到部分再到整体的教学顺序。因此,阅读教学的第一个层次是整体感知。依据学生对新异知识特别感兴趣的特点和低年级课文全文注音的优势,教学开始,可在解题的基础上提出有趣的问题,激发学生有兴趣地去朗读课文。例如《乌鸦喝水》一课,可在解题认识基础上,引导学生自己提出问题:乌鸦找到水了吗?它是怎样喝到水的?此时,教师就要把握时机布置学生自由朗读课文。一般提如下几方面要求:1.读准字音,遇到难读的词语、句子多
First, the combination of reading and asking According to the cognitive rules of students, reading teaching generally follow the teaching sequence from the whole to the part and then to the whole. Therefore, the first level of reading teaching is the overall perception. Based on the students’ special interest in new and unusual knowledge and the advantages of full-text phonetic transcription of lower grades, teaching can start with interesting questions on the basis of problem solving and stimulate students to read the text with an interest. For example, “Raven drinking” a lesson, based on problem-solving knowledge, to guide students to raise their own questions: the crow to find the water? How does it drink water? At this time, teachers should seize the opportunity to arrange students to read the text freely . General mention the following aspects of the requirements: 1. Read quasi-phonetic, met difficult words, sentences and more