论文部分内容阅读
秋季一年级教材更换,引发高度关注。在教材变化中,“亲子共读”“课外阅读”“口语交际”等项目的介入,让人耳目一新。但“识字”提前、“拼音”滞后,却引起了热议,让人不解。拼音本身没有问题,教学中过度、过量、过高的要求才是问题。儿童刚进入学校教学体系,开始便遇到了难点,在一个看似熟悉的学习项目中遇到障碍,每日在枯燥的“直呼”与“拼读”中纠缠,直接让儿童对母语学习产生了误解:语文,就这么无聊么?这么难么?如今将拼音教学滞后
Autumn textbook replacement, triggering a high degree of concern. Changes in teaching materials, “parent-child reading ” “extra-curricular reading ” “spoken communication ” and other projects involved, refreshing. However, “literacy ” in advance, “Pinyin ” lag, it has caused a hot discussion, people puzzled. Pinyin itself is no problem, teaching excessive, excessive, excessive requirements is the problem. Children just entered the school teaching system, from the very beginning encountered difficulties in a seemingly familiar with the obstacles encountered in the learning project, every day in the dull “direct mail ” and “spelling ” entangled directly to children Have a misunderstanding of mother tongue learning: Chinese, it is so boring it? So difficult? Pinyin teaching now lags behind