挖掘教材资源,丰富学生的“言语营养”

Mining Resources of Teaching Materials and Enriching Students' Speech Nutrition

在平时的教学中,一些低年级语文教师对文本中个性化的、有价值的"言语形式"关注还不够深入,解读也不够到位,没有较好地运用文本这个例子来指导学生进行语言的学习和实践,致使大量附着于文本的"言语营养"白白流失。低年级语文教材中的"言语营养"非常丰富,教师要根据课程标准和具体的学情,聚焦文本词语,捕捉典型句式,关注修辞手法,培养学生不断积累和正确运用祖国语言的自觉意识。

In daily teaching practice, some Chinese teachers do not pay enough attention to the customized and valuable speech forms in texts with insuffi cient interpretation, causing them to fail to guide students into language learning and practice by using the examples of texts. Consequently, a large amount of speech nutrition in texts is lost in vain. As is known to us all, speech nutrition is extremely rich in underclass Chinese teaching materials. Therefore, teachers should, according to curriculum criteria and concrete learning situations, develop students＇ awareness of constant accumulation and correct application of the Chinese language by focusing on words and phrases, capturing the typical sentence patterns, and attending to rhetorical devices.