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人教版教材从三年级开始安排了略读课文,上下每册各有8篇,而到了四年级,略读课文增至14篇,占课文总量的43.8%,到现在我教的五年级略读与精读课文是1∶1的状态。略读的比例一年年地增加,而实践中,这方面教学的困惑却并没有一年年地减少。略读课文到底如何教?一此“略”而非彼“略”——走出略读课文教学的疑惑精读课文不同于略读课文,略读课文要上出“略读的味道”!略读课文的教学应当是教略,而学不略。然而在现实
PEP textbook from the third grade began to arrange a skimming text, each up and down each of 8, and to the fourth grade, skimming text to 14, accounting for 43.8% of the total text, and now I teach the fifth grade Skimming and reading the text is 1: 1 state. The proportion of skimming increased year by year, but in practice, the confusion of teaching in this area has not decreased year after year. Slightly read the text in the end how to teach? This “slightly ” rather than “” slightly - out of the slogan of teaching text reading intensive reading text is different from reading the text, skimming text to be published “skimming Taste ”! Skimming text teaching should be teaching strategy, and not learn. However, in reality