基于“本色语文”的小学语文口语交际教学策略

新课标要求语文教学有更多的“语文味”。口语交际是小学语文教学过程中的重要内容和基本组成部分,它既是对学生语言能力表达的考查,更是学生交际能力的体现。为了更好地体现“本色语文”的“语文味”,口语交际教学就要重视学生的情感体验,在教学过程中让学生获得更轻松的学习体验。

“本色语文”视角下初中语文高效教学策略研究

要想落实初中语文课程的本色教学, 就要重视生情, 重视文本, 重视现实, 这样才能冲破应试教学的枷锁, 提高初中学生的语文核心素养.

实施“绿色课堂” 回归本色语文

一、＂绿色课堂,本色语文＂的意义＂绿色课堂＂,尊重生命的独立,呵护学生生命成长的历程,倾听学生生命的＂脉搏＂跳动,在和谐、平等的师生互动中,共享学生生命成长的真实体验。绿色课堂,摒弃的是高付出,低回报;不以牺牲学生的身心为代价来换取分数。＂本色语文＂并不是要摒弃高科技、多媒体等一切先进的教学手段,

以词义为切入点,教出浓浓的语文味——基于人教版六年级下册《灯光》课例分析

经过新一轮的课程改革,不少语文教师提出了“本色语文”的教学主张。我们知道,语文课无论怎么改,它都姓“语”,语文课就要教出浓浓的语文味。全国著名特级教师王崧舟曾说过:“语文味表现在‘动情诵读、静心默读’的读味, ‘圈点批注、摘抄书作’的写味, ‘品词品句、咬文嚼字’的品味上。”我个人认为,要想教出语文味,可以以词义变化的细微处为切入点,去琅琅地读、去细细地品、去大胆地写,这种把握重点词语的做法在小学中高年级的语文教学中效果尤为明显。

On the representation of roles

The related work to reveal the primary characteristics of roles underlying the existing approaches is analyzed. Then, it is demonstrated that the representation of roles is rather complex and error-prone in these approaches. Especially, the constraints among roles in the same context cannot be expressed by the current web ontology language （OWL）. To solve these problems, a novel model of role is presented and a corresponding ontology language is provided for representing this model. The key idea underlying the solution is that a role should be regarded as an element of a certain context and a context as a structured thing which is comprised of some internal elements. The structure of context possesses inherent modularity and local semantics, whereby the representation of roles and context is significantly simplified.