盲校“长课文”整体感知方法探究——聚焦盲生阅读关键能力的培养

在新课程背景下,关注阅读能力的发展是终身学习的要求。盲生因摸读特点,在"长课文"学习中存在难点。教师可采取提高阅读速度、明确教学目标、优化教学方法、寻求多种拓展等策略,让盲校的"长课文"教学成为盲生提升阅读整体感知能力的有效载体。

统编教材“长课文”教学策略--谈《好的故事》教法

“长课文”指小学语文教材中篇幅较长的课文,一般具有知识点多、内容深、阅读难度大的特点,是小学语文阅读教学的难点。以统编教材六年级上册《好的故事》为例,探讨“长课文”的教学方法与手段,包括注重课前自学、夯实基础教学、理清课文结构、开展小组讨论、深度品鉴课文,以期对“长课文”的教学有所裨益。

依据学情优化“长课文”教学——《小英雄雨来》教学实录

一、检查学情,整体把握师:同学们,《小英雄雨来》这篇课文非常长,是小学阶段最长的课文,没有之一。如果什么都学,时间不够用。课前大家已经完成了自主学习任务单,想一想,哪些内容不需要老师教了呢?生:生字新词不用教了,有几个难理解的词语,比如"晋察冀",它是一个抗日革命根据地。"雨来打了个趔趄",这里的"趔趄"指的是雨来就要倒的样子。生:分段不用教,作者分好了段,用数字标出来了。师:加小标题是把握课文主要内容的好办法。加小标题还用教吗?

The Importance of Parent＇s Intervention in Early Years

The purpose of this article is to highlight the importance of parent involvement and intervention in early childhood education. What formulates the lock and key theory in early childhood programs is parental participation versus educational achievement. Upon the parents＇ vital involvement, it is perceived that social and cognitive development, aided by educators, will be significantly achieved. Furthermore, parent＇s early intervention is an added value to classrooms and schools, for it creates a dimension of involvement in the decisions which shape the children＇s education as a whole. Moreover, and due to parent/teacher cooperation in the classroom and at home, the child＇s interest in learning will be triggered, yielding other positive outcomes. Therefore, people must emphasize the parent＇s role in order to aid children＇s complex and evolving multi-cultural and global nature.