共查询到20条相似文献，搜索用时 171 毫秒
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在小学语文新课程教学中,笔者尝试运用了“读、议、写”教学模式,通过教师的启发引导,充分调动了每一位学生的学习积极性,从而培养了学生的听、说、读、写能力。下面,谈谈具体做法和教学体会。 相似文献
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文科教学开展“读、写、议”活动的探索南京大学□吕浩雪“读、写、议”顾名思义就是读书、写作和议论（即讨论）。具体地讲，所谓“读”就是在教师的指导下，结合课堂教学内容，有计划、有目的、有要求地阅读有关教学参考书和有关文献资料。学生阅读有关参考书一般都安排... 相似文献
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“启”、“读”、“议”、“讲”、“练”、“评”教学法对于高中学生而言是一种行之有效的教学方法。下面结合本人的教学实践来谈一谈物理课堂教学中如何运用“启”、“读”、“议”、“讲”、“练”、“评”教学法。该教学法共分六个步骤。 1“启”是指物理教师利用生动有趣的演示实验、生动的物理学史或故事、生活中的物理现象或物理情景等方式来设疑,从而激发学生的学习兴趣,启发学生解释物理现象、探索物理问题的求知欲。“启”是本教学方法的首要环 相似文献
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沈逢桥 《新疆教育学院学报》2007,23(1):8-11
语文教学提倡读,好文章尤其要读．这是个老问题,同时又是“老大难”问题,语文课堂上以讲代读,以议代读．这种现象相当普遍。本文结合具体案例谈谈课堂教学三维目标达标过程申,指导学生认真读书的问题。 相似文献
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语文教学是一个复杂而又有规可循的教学过程,“读、议、讲、练”四段一体教学方法是适应当今语文教学的有效手段.教师要在熟悉教学内容、了解学生实际情况的基础上,通过学生在读中思考、议中理解、讲中深化、练中提高来实现学生学习能力的培养. 相似文献
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读段、写段是小学九年义务教育语文教学提出的要求,根据小学语文课程标准,读写结合是作文起步的一个重要环节。段的教学是作文起步的基础。培养学生口述段落的能力,切不可忽视“语句通顺”“读段”“写段”的训练。 相似文献
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小学语文教学重点是培养学生运用语文知识的能力,包括学生对语言文字的听、说、读、写等各方面的能力,其中读和写是综合能力的具体表现。在小学语文教学中,在“读”与“写”之间寻找平衡点,准确结合读与写进行教学,提高学生综合运用语言文字的能力,是当前小学语文教学的重要任务。 相似文献
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语文课堂教学讲究“先学后教,当堂训练”。在语文教学的过程中,结合自己的课堂教学经验,我们认为,学习语文有四件法宝：度、思,议、写。即：要做到读中有思,思之有议,议后有写,使它们组成一个完整的过程,来提高学生们的语文学习水平。在工作中．我们的具体做法如下： 相似文献
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阅读能力是阅读者进行读物阅读时表现出来的心理特征和行为特征。阅读能力的培养,不仅对个体发展而且对国家进步都具有重要意义。作为一种综合运用的能力,阅读能力由相关要素组成,体现出一定的水平层次的要求。阅读能力的评价指标应是学生表现出来的外显的、可观察的学习表现,是具体、明确、可操作的。 相似文献
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汪新爱 《佳木斯教育学院学报》2012,(11):251-251
为了提高中学生名著阅读效率,教师在名著阅读教学指导中,教会学生采用圈点批注的阅读方法。本文围绕这一问题,首先阐释了批注式读书法以及批注式教学法的含义;其次,结合课堂实例,阐释了教师在课堂上应该如何指导学生掌握并自主运用批注式读书法,提高名著阅读效率,进而提高学生的语文能力;以及运用批注式读书法给学生阅读名著带来的好处。 相似文献
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王永龙 《宁波教育学院学报》2006,8(4):61-63
在语文教学中针对新课程的特点开展阅读实践活动:读一读,体会一个“美”字;讲一讲,注重一个“活”字;问一问,力求一个“精”字;练一练,突出一个“趣”字。 相似文献
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The purpose of this study is twofold. First, it is an attempt to fill in the blanks on the unexplored map of reading behaviours, attitudes, and self-concept of teacher education students in Ghana. Secondly, it investigates whether the negative perceptions of lecturers from the University of Cape Coast (UCC) and the University of Education Winneba (UEW) about their students’ reading attitudes and behaviour correspond to the students’ self-perceptions. We investigated the reading attitudes, behaviour, and self-concept of 316 students from UCC and UEW. Outcomes showed that spending time on reading for enjoyment is not popular amongst students. A surprisingly positive attitude towards reading for school, for enjoyment and self-concept of reading amongst students was found. This is contradictory to the negative perceptions of lecturers at UCC and UEW. The correlations we found between reading behaviour, attitude and self-concept are in line with recent reading research findings. 相似文献
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From the late sixteenth century, in response to the problem of how best to teach children to read, a variety of texts, such as primers, spellers and readers were produced in England for vernacular instruction. This paper describes how these materials were used by teachers to develop, first, a specific religious understanding according to the stricture of the time and, second, a moral reading practice that provided the child with a guide to secular conduct. The analysis focuses on the use of these texts as a productive means for shaping the child-reader in the context of newly emerging educational spaces, which fostered a particular, morally formative relation among teacher, child and text. 相似文献
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Metacognition,comprehension monitoring,and the adult reader 总被引：7，自引：0，他引：7
Linda Baker 《Educational Psychology Review》1989,1(1):3-38
This article provides an overview and synthesis of the current literature on metacognition and comprehension monitoring among adult readers. It is organized around three major research questions: (1) How do adults conceptualize their own comprehension-fostering and comprehension-monitoring activities? (2) How effectively do adults evaluate and regulate their ongoing efforts to understand? (3) How successfully do adults assess the final products of their comprehension efforts? Cutting across these broad issues are questions concerning metacognitive differences as a function of reading ability, academic success, domain expertise, developmental level, and task variables. The research reveals that adults' conceptions of how they comprehend and how they monitor their comprehension are quite variable. In general, those who have more expertise, who are better readers, and who are more successful students seem to have greater awareness and control of their own cognitive activities while reading. The research also reveals that adults evaluate and regulate their ongoing efforts to understand, although there is considerable room for improvement in these skills. Finally, the research shows that adults are remarkably unsuccessful at assessing how well they have comprehended a text and whether or not they are ready to take a test on the material. The article closes with a discussion of recent intervention efforts aimed at enhancing the metacognitive skills of adult readers. 相似文献
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该文认为,《"阅读·探究·体验"手册》是学生阅读的助手,设计时考虑到整体构建章节与整本书阅读相结合。同时,明确主线,整本书阅读的探究要围绕主线展开,在构建手册时,明确整本书阅读探究的核心要点。在开发《"阅读·探究·体验"手册》时,充分考虑到语文学科的核心素养,通过编制手册,提升学生的语文核心素养。 相似文献
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This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine
contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual
differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes
in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper,
paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction.
These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and
mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied
by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level
were much greater than at the school level, and differences in urban schools were twice that of rural schools. 相似文献
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文本细读是阅读教学的一种重要方法,有利于学生领会文本内涵。教师应积极创新文本细读策略,可以先从阅读文本的关键字词入手,引导学生细读文本中的字、词、句,进而引导学生理解文本中的段落内容。教师要通过情境创设、读写结合等方式,促使学生将细读成果与写作训练结合以提高读写能力。 相似文献
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薛晓嫘 《新疆教育学院学报》2006,22(2):9-11
构建语文阅读毕业标准,可以从积累、理解和欣赏三个层面展开,在积累方面,学生应该在增加语言材料上达到一定的指标;在理解方面,学生应该能够用自己的语言重新表达相同的文本信息,具体表现为解释、推断、转换等不同行为并完成相应的行为指标;在欣赏方面,学生应该能够用自己的语言对文本信息作出价值判断,并获得相应的情感体验,主要表现为朗读与词语赏析等行为并完成相应的行为指标。 相似文献