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根據普希金專家的指示和北京師大同學試教「紅領巾」的經驗,在語文教學上,我們摸索著進行了若干方面的改革。在這裏,僅將有關語文知識教學方面情況,簡單地介紹一下,供同志們參考。首先談談解釋詞、字的情況。在初中語文第一冊「李官祥」一課裏,我們提出了十六個生字生詞,然後依從課文順序,邊啓發學生邊加講解,也就是說,解釋詞字也是讓學生參加活動的。如講課文第一小節的生字、生詞時,教師問:「李官祥是那個煤礦的工人?」學生答:「是陽泉煤礦的老工人。」即板書「陽泉」二字,並張挂事先制好的「陽泉位置圖」、指出陽泉的位置、出產及其在新中國建設中的地位。繼續又問:「李官祥在煤礦裏是管什麽工作的?」學生答:「管劈炭、推車、加煤鬥等
According to the Pushkin experts’ instruction and the experience of teaching “Red Scarf” in Beijing Normal University, we groped for some reforms in Chinese teaching. Here, only about the teaching of Chinese language knowledge, a brief introduction for comrades reference. First talk about the explanation of the word, the word situation. In the first book of the first language of junior high school, “Lee Kwan-cheung,” we proposed sixteen newborn words, and then follow the order of the texts while enlightening the students to explain them. In other words, explaining the words is also for students to participate in the activities. As the first bar of the text shows her new words and new words, the teacher asks: “Li Guoxiang is a worker in that coal mine?” Student A: “It is an old worker at Yangquan Coal Mine.” That is, the word “Yangquan” Yangquan location map “, pointing out the location of Yangquan, production and its status in the construction of new China. Continue to ask again: ”What kind of work is Lee Kwok-cheung in a coal mine?“ Student A: ”Management of charcoal, carts, coal hoppers, etc.