摘要：中小学语文教学的衔接问题一直是客观存在但又往往被忽视的问题，现实中，因为中小学教学衔接不畅，有不少小学阶段成绩不错的学生，在进入初中学习后出现种种问题，成绩下滑，失去学习语文的兴趣。所以，如何让学生顺利平稳地由小学阶段学习过渡到初中阶段学习，应该成为教育界重视及解决的问题。鉴于此，本文通过观察法和文献法，对初一语文教学衔接的问题进行探讨，根据现在中小学语文教学脱节的现状、中小学语文教材的客观差异和学生的学习方法，从“衔接"的概念入手，提出了初一语文教学衔接的对策：教材衔接的对策、教法衔接的对策和学习方法衔接的对策。22539
毕业论文关键词：初一语文教学；衔接；问题与对策
Discusses the Question and the Countermeasure of the Chinese Teaching articulated Primary and Secondary Countryside schools
Abstract: The connection problem for education between primary school and middle school is often a neglected but practical problem．In fact there are some students，they had good results in primary school，but expose all kinds of problems in their study after entering junior middle school，and have a downslided results，and further loss their interests in study．So how to help the students smoothly transit their study from primary school stage to junior middle school stage should become a problem to be paid attention to and to be solved for the educational circles at the moment．In view of this, through the observations and literatures, Aiming at the language teaching connection problem of the grade one of junior middle school，based on the present actual disjunction of language teaching and the teaching materials differences between primary school and middle school，as well as the learning method, this article has a research proceeding with the conception of “connecting” and the countermeasure of grade one language teaching is the countermeasures of teaching materials，the teaching connection strategy and the cohesion of the learning method.
Keywords: Language teaching for grade one of junior middle school；Connection problem；Problems and countermeasures
目 录
摘要 1
Abstract 1
一、农村中小学语文教学衔接的概念 2
二、农村中小学语文教学衔接的现状及研究意义 3
（一）衔接的现状 3
（二）研究意义 3
三、影响农村中小学语文教学衔接的因素 4
（一）教材未贯通 4
（二）教法未贯通 5
（三）学习方法未贯通 5
四、农村中小学语文教学衔接的对策 5
（一）教材衔接的对策 5
(二)教法衔接的对策 6
（三）学习方法的衔接 7
参考文献 8
致谢 9
中小学语文教学衔接问题与对策
一、农村中小学语文教学衔接的概念
要解决农村中小学语文教学的衔接问题，首先要分析与语文课程衔接有关的概念和理论基础，通过分析来确定初一语文教学衔接的对策。
“衔接”是指事物间相连接。而在教育领域更多地是用在课程组织的定义中，在教育界并无统一的界定。如按照Tyler的观点，课程组织有两个重要的原则：连续性及顺序性。“连续性是在学习者的经验中反复强调这些特定的要素；顺序性是学习者的发展不断增加广度和深度。”[1]课程组织中的“衔接”正好体现了教学过程中连续性及顺序性的结合。“农村中小学语文教学的衔接”是指在农村小学高年级与初中一年级这两个教学阶段中有效的建立起语文教学衔接点。在《2000 年九年义务教育全日制初级中学语文教学大纲》（试用修订版）中多个地方提到中小学语文教学的衔接问题，例如“在小学语文教学的基础上”、“在小学的基础上扩大识字量”、 “熟练使用常用字典词典”等等。[2]这都足够说明了中学语文教学和小学语文教学之间的有机联系。 中小学语文教学衔接问题与对策:http://www.751com.cn/jiaoxue/lunwen_15217.html