论文部分内容阅读
我校于1992年秋进行了“注音识字,提前读写”的实验(简称“注·提”实验),从课内到课外,从单项到综合,从阶段到全程对学生进行了系列训练,使他们由作文课上“皱眉头,咬笔杆”而变为想表达,会表达。其具体做法是: 一、单项分解,分级训练 循序渐进是学习的普遍规律,作文训练也不例外,单项分解训练能帮助学生练好扎实的写作基本功,以克服“注·提”实验作文
In the autumn of 1992, our school carried out the experiments of “phonetic reading and literacy reading and writing in advance” (referred to as “notes and mentioning” experiments). From in-class to extra-curricular, from single to comprehensive, students carried out a series of trainings from the stage to the whole. They will be expressing themselves in the composition class by “frowning and biting their pencils.” The specific approach is: First, the individual decomposition, gradual training step by step is a common law of learning, essay training is no exception, the single decomposition training can help students practice a solid basic writing skills to overcome the “Note · 提” experimental essay