语文阅读教学中“举一反三”与“举三反一”的理性思考与实践分析-rational thinking and practical analysis of.docxVIP

语文阅读教学中“举一反三”与“举三反一”的理性思考与实践研究中文提要语文阅读教学中“举一反三”与“举三反一”的理性思考与实践研究 中文提要语文阅读教学在语文教学中最具有代表性意义。语文课程理念更多地体现在阅读 教学中。当前由于受传统教学观念以及应试教育的影响,语文阅读教学存在诸多诟病： 教材编撰知识体系不强，不利于教学的归纳演绎；教学中孤立地阅读，不能科学合理 地拓展延伸；练习反馈零散琐碎，不利于学生的知识巩固。本研究通过对“举一反三” 与“举三反一”教学方法的理性思考，分析了学习过程中的“迁移”与“积累”的关 系、学习方式上的“学得”与“习得”的关系、阅读方式上的“精读”与“泛读”的 关系等等。通过研究名师的典型课例并结合自己的教学实践，提出了一些在现阶段语 文阅读教学中切实可行的策略：充分利用语文教材，要求“举一”“举三”皆要有典 型性，给学生提供具有相似性的问题情境，引导学生演绎、比较、归纳、概括；同时 适时利用语文读本巧设导语、补充阅读、迁移阅读；恰当选择课外读物，力求精选资 料助教助学，通过比较阅读拓展学生视野，学习节选时可扩读整部文集等等。本研究 对阅读教学中如何灵活运用“举一反三”与“举三反一”的教学方法做出了大胆而谨 慎的探索，希望通过这些策略的实施，激发学生的阅读兴趣，训练学生的思维能力， 提高学生的语文综合素养。关键词：阅读教学“举一反三”“举三反一”作者：章雪琴 指导教师：陆湘怀I英文提要语文阅读教学中“举一反三”与“举三反一”的理性思考与实践研究The rational thinking and practical research of draw inferences about other cases from one instance andraise a three-mirror in Chinese reading teachingAbstractChinese reading teaching is the most representative significance in Chinese teaching. Chinese curriculum idea is more reflected in the teaching of reading. Because of the traditional teaching and examination education influence is much denouncement in our teaching method. There is a standard in our teaching maternal which is inconvenient. Second we just teach reading in isolating, instead of developing and outspreading scientifically; Third feedback is scattered and trivial, which is bad to consolidate students knowledge. By of the teaching method of the rational thinking and this research analysis the relationship between migration and accumulation in the process of learning and it also analysis the relationship, between ‘learned’ and ‘acquisition’ in the study .And ‘reading’ and ‘extensive reading’ in reading, etc. Through the study of the famous typical lesson and combining with my own teaching practice, I put forward some feasible strategies at the present stage in the Chinese reading teaching always make full use of the language teaching material, For representativeness, to provide students with the similarity situation of the problem, to guide the students to deduce, co