新课程理念下初中语文教学探究.docVIP

新课程理念下初中语文教学探究【摘要】新课标的出台为我们的语文教学指明了方向#65377;培养学生的语文素养是我们的追求目标#65377;课程改革正在全国各地如火如荼地推行,然而语文教学评价却仍是课程改革的瓶领#65377;有些教师为顺应教学改革,在评价上也花样翻新,但往往也流于形式,有作秀之嫌#65377;笔者从事多年初中语文教学工作#65377;在教学实践中不断探索总结,进而认识到要真正提高学生语文素养,语文教师在评价时要切忌“假#65380;大#65380;空”,力求“真 #65380;善#65380;美”#65377; 【关键词】评价;率真;客观;爱;美#65377; Under the new course principle the teaching discussion and analysis of the junior high school language Chang Gui-hong 【Abstract】new lesson object the set indicated a direction for our languages teaching.The development student’s language cultivated manners is our to pursue a target.Course’s reform just in the whole country everyplace in imposing arraily promote, however language teaching evaluation but is still a course reform of the bottle get.Some teacher is adjust reform in education, on the evaluation also innovations of style, but usually also become formalistic, have already make show it suspicion.The writer be engaged in many the language teaching in the beginning of year work.Continuously investigate summary in the teaching the fulfillment, then understanding arrive want to be real exaltation student language cultivated manners, the language teacher want to slice to hate “false, big, empty” while evaluate and try hard for “true, kind, the United States”. 【Key words】evaluation;Frank;Objective;Love;The United States. 1.滥用赞语,误导了学生的学习思维#65377; 有些教师在课堂教学中不论学生回答是否恰当,不论提出什么质疑都口诀似的赞扬:“你真棒!”“真有见解!”“读得真有感情!”……不当的评价不仅激发不了学生的思维,反而误导了学生的学习思维,久而久之,他们认为对老师的提问,对文本的理解,不需深入推敲思考,想到什么就说什么,哪怕是胡编乱造#65380;东扯西拉的,都是值得表扬的#65377;于是他们可能会错误地认为:这或许就是创新思维的表现#65377;而那些有真知灼见的理解和回答,反被这些庸俗的赞语埋没了,无情抑制了发散思维的培养#65377; 2.误延评价界面,学生疲于应付#65377; 新课程的评价改革提倡发展性评价,讲究方式的多种多样#65377;除了一般考试测验外,还有访谈#65380;观察#65380;文献研究#65380;范例考查#65380;个人经历记录时#65377;然而有的教师误以为任何一种语文学习都需综合运用各种形式的评价#65377;他们在实施过程中不顾学生实际,不顾学生的起点#65380;身体和心理承受能力,无限扩大评价界面#65377;如一篇作文写好后,先自改自评,再小组评,班级评,然后家长评,写评后反思评后报告,再呈交老师评#65377;殊不知学生作文在众多的评价中已面目全非,已找不到初写的影子,学生自己已耗掉了多少快乐自由的时间,有种疲于应付之感#65377;长时间的折腾,不仅加重了学生学习负担,加大了心理压力,也致使学生丧失了写作激情,反