In reading instruction to develop students personality attempt to-毕业论文翻译.docVIP

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2017-06-17 发布于浙江
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In reading instruction to develop students personality attempt to-毕业论文翻译.doc

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In reading instruction to develop students personality attempt to-毕业论文翻译

In reading instruction to develop student’s personality attempt to [Abstract] the establishment of teacher-student equality in teaching and learning environment, and create a harmonious development of students to adapt to the classroom, in a good atmosphere, value the students a unique insight into the unique experience, to encourage students to personalized reading for students to provide a vast world. Read a student’s personality, the analysis should not be a teacher instead of students reading practice. Under the guidance of teachers, promote reading, critical, multi-angle and innovative read. The use of reading criticism, promote the students to read personality, beyond the works, in particular, can not be ‘standard’ interpretation as a substitute for students to think, to imprison students. [Keywords:] harmony; personalized reading; read the criticism of ‘New curriculum standards’ said:’ reading is the personalized student behavior, the analysis should not be a teacher instead of students reading practice, students should be proactive thinking and emotional activities, to deepen understanding and experience, some perception and thinking, influenced by the emotions, access to ideological inspiration and enjoy the aesthetic pleasure, to cherish the feelings of the students a unique experience and understanding. ‘ Reflect on our teaching process, the most common issue is, ‘an analysis of the teacher instead of students reading practice,’ the teacher on the podium in full flight, ignore the students, did not give space for students to think independently, did not give them opportunity to speak. In order to change this practice is not conducive to student development, I have made some attempts. 1, respect for the individual, and create a harmonious atmosphere in the classroom 1. Teaching the teacher-student dialogue during the process of equality. ‘Only by establishing a teacher-student relationship of equality can we form a good teacher-student interaction in