摘要语文的高耗低效,已是长期存在、习以为常的问题了,这表现在学生多学一篇与少学一篇没什么本质的区别,甚至缺课多日后对语文成绩的影响不大。造成这一怪象的重要原因就是课文课程日趋严重的“去知识化倾向”,导致语文教学长期处于“粗放经营”的状态,这已严重制约了语文教学效率的提升了。因此,语文课程知识的研究目前需要予以高度的重视,需要我们关注到语文课程知识的重新组成,让语文的课程知识与儿童的现实生活及精神世界相关联,使语文知识成为提高日常生活质量的工具,让学生在积极主动地求知中,在知识的积累、运用和陶冶中,不断地把知识内化为自己的智慧和素养。50004
Primary school Chinese curriculum knowledge promotion effectiveness strategy
Abstract Chinese of high consumption and low efficiency, is already exist for a long time, accustomed to the problem, the performance in the student learn an article and less learning a piece of no essential difference, even absent more in the future of Chinese achievement has little effect. Cause the Guaixiang important reason is that the text curriculum is becoming more and more serious. The "to knowledge tendency", lead to language teaching for a long time in extensive operation state, which has seriously restricted the promotion of the efficiency of Chinese teaching. Therefore, study on the Chinese curriculum knowledge currently requires to be highly valued, we pay attention to knowledge of the Chinese curriculum re composition, let the Chinese curriculum knowledge and children's real life and spiritual world is associated, so that Chinese knowledge is to improve the quality of daily life tool, let the students in actively take the initiative to the quest for knowledge, in the accumulation of knowledge, use and cultivation, continuously the knowledge is internalized into their own wisdom and literacy.
Key Words: Chinese in primary school; curriculum knowledge; current situation; strategy
目 录
摘要-I
Abstract-Ⅱ
目录Ⅲ
一、一级标题 -1
(一)二级标题-1
二、一级标题-2(一)二级标题2
参考文献5
一 问题的提出
今年3月份,我开始在江宁实验小学的三年级代语文课,在两个月的工作中,我对“小学语文课程知识的现状及提升有效性的策略”这个课题产生了研究的想法。
三年级下册的三四单元的试卷中,要求学生写自己很喜欢的一个游戏,注意写出过程以及趣性。我在批改作文的过程中发现,学生根本不会分段,缺少对于“分段写作”的意识,我认为“分段写作”在写作方面是一个非常重要又基础的知识,需要教师进行强调和指导,而在翻阅三年级的书本之后,我却发现,在书本上根本找不到关于“分段写作”的单独的完整的教学知识点,也就是说,如果按照课本的安排,教师就不能够用专门的课程来给学生在课堂上教授“分段写作”的知识,所以许多学生写文章不习惯分段,往往一段到底得现象也就不难理解了。
由此我产生思考,这些应该进行系统教学,对学生来说很重要的知识,但在教材中并没有安排课程的知识,教师到底应该如何安排教学?
二 语文课程需要改革的现状
(一)语文课程教学陷入误区
现在许多专家学者提出观点认为:现在的课堂上,教师教的太多,需要掌握的知识点太多,忽视了学生的操作与实践,呼吁教育界应该重视学生的实践能力的 培养,反对太过重视细节性知识的教学。 连2011版《课程标准》也提出“要着重培养学生的语文实践能力,不宜刻意追求语文知识的系统和完整”。