小学语文教学论读书笔记

时间:2024.3.15

《小学语文教学论》读书笔记

费颖伟

目前学生习作中存在的内容空洞、思维混乱、词汇贫乏等现象与阅读量少、阅读范围窄、阅读能力低是不无关系的。事实上,阅读的意义还远远不止于此。《小学语文教学论》指出:阅读是一项最重要的语文基本功,阅读能力是人们生活中必须具备的一种重要能力,是学习、吸收知识不可缺少的能力。同时,阅读过程伴随着思维等心智活动,也是一种智力的锻炼和开发。学生如果具备了独立阅读的能力,将为终身学习打下良好的基础。注意学生怎样运用语言文字,同时就训练了他们的语言文字的习惯。可以说,阅读是学习之母。因此,我们必须培养学生的阅读兴趣,加强指导,使学生养成良好的阅读习惯,开阔视野,丰富知识,积累语言,提高阅读能力,进而发展智力及学习能力。

一、在阅读教学中培养学生的独立阅读能力。

学生提高语文方面的能力,主要有两个基础,一是阅读,一是生活,但学生不可能在所有方面都亲自体验,只能通过读书来增加阅历,所以阅读是增强语文能力最根本的环节。语文教材是培养阅读能力的主要凭借,理解课文是训练自能读书的重要手段,如何利用好教材,让它发挥最大的作用,我从以下三方面进行了尝试。

1、做到多读、多思,“熟读”与“精思”相结合。

诵读是阅读的基础。学生阅读作品时,对所学作品质疑问难,扫清阅读障碍。同时借助工具书,将生字难词辨形,理意,正音。诵读可以充分发挥学生的主观能动作用,让学生学得主动,学得高效。大声诵读以至反复吟咏,容易入境入情,帮助理解。琅琅成韵的诵读,是眼、手、口、耳、脑等多种感官协调活动的过程。吟咏诵读可以感悟文章真谛,在不经意之间对语言那抑扬顿挫的语音、错落有致的节奏与奇特严谨的结构拥有深切的体验,进入这样一个美妙的境界:“文章读之极熟,则与我为化,不知是人之文、我之文也。”

我们主张多读,更主张“熟读”与“精思”相结合。朱熹曾提出“读书有三到,谓心到、眼到、口到。三到之中心到最急。”也就是说,读书要一边读,一边想,想作者之所想,与作者在思想上沟通,在感情上共鸣。一味地强调多读,如“小和尚念经,有口无心”,是我们要反对的。

为了让学生更好地做到“熟读”与“精思”相结合,我们花了更多的心思和精力。例如,备课时备读;学生每次读书有明确的目的,避免为读而读;根据每次读书的目的确定读的形式;朗读、默读要贯穿阅读教学的全过程;要使全体学生切实受到读的训练。

2、阅读教学与听话、说话、作文教学相结合。

小学语文教学要培养学生听、说、读、写的能力。听话、阅读教学,着重进行理解能力的训练;说话、作文教学,着重进行表达能力的训练。听、说、读、写四者相互联系、相互影响、相互渗透。阅读教学与听话、说话、作文教学相结合,既有利于阅读能力的培养,又能促进其他语文能力和认识能力的发展。一个听、说、写能力都较强的人必定也是一个有较强阅读能力的人。

(1)教学中我们常常可以看到这样一些现象:教师说得很多,学生却由于听讲抓不住要点而有点云里雾里;教师提一个问题,学生的回答却只有“半截话”,甚至只用一两个词来回答……听、说天天有,而学生的听、说能力并不强。我力求为学生作出示范,用准确、生动、规范的语言去影响学生,使他们的听、说能力得到提高。尝试用以下几种方式来进行听、说的训练。

A、重述。课堂上教师提问、讲述或学生发言之后,指定学生重述其内容,强化学生听话的注意力,同时训练学生说话。

B、听辨。有时候为了突出对课文中某一重点词语、句子的理解,可以采用换词、换句的办法。如把课文的原句和改换的句子读给学生,听听有什么不同,然后通过比较、体会,加深对原词、原句的理解并体会到课文遣词造句的精妙。

C、评价。课堂上常常出现学生的发言水平参差不齐或意见不一致的情况。这时,应当引导学生分析、评价、展开讨论,鼓励大家说出自己的想法和理由。

D、结合课文说话。在学习课文的基础上,谈谈体会、收获,续说故事等,不但训练了说话,还加深了对课文的理解。

(2)阅读教学和作文教学的关系也非常密切。作文是学生认识水平和文字表达能力的具体体现,是字、词、句、篇的综合训练,教师感到难,学生更感到难,只有突破这一难关,才能提高语文教学的效果。为了突破这一难关,我给自己的作文教学定了“两紧”、“两多”的教学原则。“两紧”是:紧密联系阅读,

联系阅读教材;紧密联系实际生活。“两多”是多读、多写。

A、紧密联系阅读联系教材,紧密联系实际生活。

阅读教学与作文教学有着密切的联系。每篇课文都是学生的范文,在阅读教学中,引导学生学习作者是怎样围绕中心思想,用词造句、谋篇布局的,有助于提高学生的作文水平。但阅读教学中的读、写结合,首先要进行读的训练,完成阅读教学的任务,其次要引导学生从读学写。一篇课文只能从某一方面、最多是一两个方面学习表达,不可贪多求全,否则只能是蜻蜓点水,一无所获。当我教完一篇有特色的课文时,就要求同学们进行一次小练笔,运用所学到的写作方法进行练习。

B、多读、多写

要提高写作能力,必须多读多写。这是有效的经验。在教学中我为同学创造多读多写的条件,促进其能力提高。

多读:我在班级办了个“小图书馆”,有多种读物,供大家课余时间阅读,并鼓励大家摘抄好的词、句、节;充分利用每周三去校图书馆借阅的时间,帮助他们找好书、看好书;节假除了要求他们多注意在大街、小巷、家里耳闻目睹的新鲜事,还要求用一小时时间读各种类型的书籍;从天文、地理到花草、鸟禽;从历史人物到现代英雄等等。使他们不仅开阔了眼界而且增长了知识。每星期的读报时间,由老师或同学介绍一两篇好文章,师生共同细细欣赏。从而达到:学写作方法,品好词好句,练写作能力的目的。

多写:笔勤出好文。我们几个班坚持每周一篇读后感及一篇周记,两周一篇大作,这样,每周动笔进行写作练习,思路才会开、笔头才会活、文章才会精。

(3)在学生理解课文的过程中渗透阅读方法。

阅读教学的出发点、落脚点都是为了培养学生的独立阅读能力,阅读教学的一切活动都是为了实现这个目标,教师必须凭借这些课文训练学生学会举一反三,能够触类旁通地独立阅读、理解教材以外的书籍报刊,达到最终目的——使学生具有独立阅读的能力。

二、培养良好的独立阅读习惯,提高独立阅读能力。

良好的阅读习惯对形成阅读能力,提高阅读效率,顺利地达到阅读目的有着重要的作用。它使阅读能在主动、愉悦的气氛中进行,又能在遇到困难时坚持不懈。良好的阅读习惯一旦养成,便可成为个人的宝贵财富,终身受用不尽。

1、培养边读边想边动手,认真读书的习惯。

2.注重培养学生的“问题意识”

3、培养课外勤于阅读的习惯。

4、培养正确、有效的预习、复习的习惯。

总之,阅读能力是人们生活中必须具备的一种重要能力。即使在信息传播方式迅速发展的现代和将来,阅读仍然有其不可替代的作用。古人说“书犹药也,善读之可以医愚”。培养学生独立阅读的能力是一项长期而又艰难的工作,我会在今后的教学实践中不断探索,寻找更多、更好的教学方法,为实现这个目标而不断努力。


第二篇:读书笔记1


读书笔记1

读书笔记1

Wuhan Institute of Technology

读 书 笔 记

书 目 名 称 The Great Gatsby 起 止 页 码 001-040

姓 名 邓林 班 级 2014级英语2班 学 号 1410010406 指 导 教 师 陈珩 所 在 学 院 外语学院

20xx年4月

On Cross-cultural Communication Nick Carraway’s perceptions and attitudes regarding the events and characters of the novel are central to The Great Gatsby. Writing the novel is Nick’s way of grappling with the meaning of a story in which he played a part. The first pages of Chapter 1 establish certain contradictions in Nick’s point of view. Although he describes himself as tolerant and nonjudgmental, he also views himself as morally privileged, having a better sense of “decencies” than most other people. While Nick has a strong negative reaction to his experiences in New York and eventually returns to the Midwest in search of a less morally ambiguous environment, even during his initial phase of disgust, Gatsby stands out for him as an exception. Nick admires Gatsby highly, despite the fact that Gatsby represents everything Nick scorns about New York. Gatsby clearly poses a challenge to Nick’s customary ways of thinking about the world, and Nick’s struggle to come to terms with that challenge inflects everything in the novel.

In the world of East Egg, alluring appearances serve to cover unattractive realities. The marriage of Tom and Daisy Buchanan seems menaced by a quiet desperation beneath its pleasant surface. Unlike Nick, Tom is arrogant and dishonest, advancing racist arguments at dinner and carrying on relatively public love affairs. Daisy, on the other hand, tries hard to be shallow, even going so far as to say she hopes her baby daughter will turn out to be a fool, because women live best as beautiful fools. Jordan Baker furthers the sense of sophisticated fatigue hanging over East Egg: her cynicism, boredom, and dishonesty are at sharp odds with her wealth and beauty. As with the Buchanans’ marriage, Jordan’s surface glamour covers up an inner emptiness.

Gatsby stands in stark contrast to the denizens of East Egg. Though Nick does not yet know the green light’s origin, nor what it represents for Gatsby, the inner yearning visible in Gatsby’s posture and his emotional surrender to it make him seem almost the opposite of the sarcastic Ivy League set at the Buchanans’. Gatsby is a mysterious figure for Nick, since Nick knows neither his motives, nor the source of his wealth, nor his history, and the object of his yearning remains as remote and nebulous as the green light toward which he reaches.

The relationship between geography and social values is an important motif in The Great Gatsby. Each setting in the novel corresponds to a particular thematic idea or character type. This first chapter introduces two of the most important locales, East Egg and West Egg. Though each is home to fabulous wealth, and though they are separated only by a small expanse of water, the two regions are nearly opposite in the values they endorse. East Egg represents breeding, taste, aristocracy, and leisure, while West Egg represents ostentation, garishness, and the flashy manners of the new rich. East Egg is associated with the Buchanans and the monotony of their inherited social position, while West Egg is associated with Gatsby’s gaudy mansion and the inner drive behind his self-made fortune. The unworkable intersection of the two Eggs in the romance between Gatsby and Daisy will serve as the fault line of catastrophe.

Unlike the other settings in the book, the valley of ashes is a picture of absolute desolation and poverty. It lacks a glamorous surface and lies fallow and gray halfway between West Egg and New York. The valley of ashes symbolizes the moral decay hidden by the beautiful facades of the Eggs, and suggests that beneath the ornamentation of West Egg and the mannered charm of East Egg lies the same ugliness as in the valley. The valley is created by industrial dumping and is therefore a by-product of capitalism. It is the home to the only poor characters in the novel.

The undefined significance of Doctor T. J. Eckleburg’s monstrous, bespectacled eyes gazing down from their billboard makes them troubling to the reader: in this chapter, Fitzgerald preserves their mystery, giving them no fixed symbolic value. Enigmatically, the eyes simply “brood on over the solemn dumping ground.” Perhaps the most persuasive reading of the eyes at this point in the novel is that they represent the eyes of God, staring down at the moral decay of the 1920s. The faded paint of the eyes can be seen as symbolizing the extent to which humanity has lost its connection to God. This reading, however, is merely suggested by the arrangement of the novel’s symbols; Nick does not directly explain the symbol in this way, leaving the reader to interpret it.

The fourth and final setting of the novel, New York City, is in every way the opposite of the valley of ashes—it is loud, garish, abundant, and glittering. To Nick, New York is simultaneously fascinating and repulsive, thrillingly fast-paced and dazzling to look at but lacking a moral center. While Tom is forced to keep his affair with Myrtle relatively discreet in the valley of the ashes, in New York he can appear with her in public, even among his acquaintances, without causing a scandal. Even Nick, despite being Daisy’s cousin, seems not to mind that Tom parades his infidelity in public.

The sequence of events leading up to and occurring at the party define and contrast the various characters in The Great Gatsby. Nick’s reserved nature and indecisiveness show in the fact that though he feels morally repelled by the vulgarity and tastelessness of the party, he is too fascinated by it to leave. This contradiction suggests the ambivalence that he feels toward the Buchanans, Gatsby, and the East Coast in general. The party also underscores Tom’s hypocrisy and lack of restraint: he feels no guilt for betraying Daisy with Myrtle, but he feels compelled to keep Myrtle in her place. Tom emerges in this section as a boorish bully who uses his social status and physical strength to dominate those around him—he subtly taunts Wilson while having an affair with his wife, experiences no guilt for his immoral behavior, and does not hesitate to lash out violently in order to preserve his authority over Myrtle. Wilson stands in stark contrast, a handsome and morally upright man who lacks money, privilege, and vitality.

Fitzgerald also uses the party scene to continue building an aura of mystery and excitement around Gatsby, who has yet to make a full appearance in the novel. Here, Gatsby emerges as a mysterious subject of gossip. He is extremely well known, but no one seems to have any verifiable information about him. The ridiculous rumor

Catherine spreads shows the extent of the public’s curiosity about him, rendering him more intriguing to both the other characters in the novel and the reader.

更多相关推荐:
小学语文教学论文范文:浅谈低年级语文教学

小学语文教学论文范文浅谈低年级语文教学摘要师者传道授业解惑也教师的任务是把知识传授给学生教师应该把学生当成学习的主人把学习的主动权放给学生一年级语文的主要任务是拼音和识字教学识字教学中我摒弃了以往教学中不分重难...

小学语文教学论文范文

五年级上学期语文教学论文旭日小学李佳怡一突出人文性但不能淡化工具性语文是最重要的交际工具是人类文化的主要组成部分工具性与人文性的统一是语文课程的基本特点新课程标准把情感态度和价值观等人文性因素放在教学目标的突出...

小学语文教学论文-小学语文写作教学-人教版新课标【小学学科网】

小学语文教学论文小学语文写作教学人教版新课标一造成弊端原因分析1忽视了学生的认知体验未能激活学生的生活灵感使得作文缺少血肉难以真正体现生活的内涵2忽视了学生的口语表达交流让学生的思维受阻缺少一定的深度和广度难以...

小学语文教师论文范文

小学语文教师论文范文发布佚名时间20xx222142800来源京翰教育中心录入hong人气191文字大小语文课堂教学的有效性是语文教学的生命而这生命能否得以延续取决于教师是否能充分发掘学生的兴趣点调动学生学习的...

小学语文教学论文范文

小学语文课改要处理好四个关系彭以琴目前,正在全国分步实施、有序进行的基础教育新课程改革,极大地冲击了传统的“教师为中心,课本为中心,课堂为中心”的语文教学,开始出现了教师更新教学观念,努力进行教学改革,学生爱学…

小学语文论文范文

小学语文论文范文创设灵活多变的小学语文课堂的尝试和实践语文课程标准强调学生是学习和发展的主体语文课程必须根据学生身心发展和语文学习的特点关注学生的个体差异和不同的学习需求爱护学生的好奇心求知欲充分激发学生的主动...

小学语文教学论文范文三篇

小学语文教学论文范文三篇小学语文教学论文范文三篇一浅谈如何营造轻松的语文课堂氛围摘要本文着力探究如何营造轻松和谐的课堂氛围激发学生兴趣提高语文教学效力关键词语文课堂氛围激趣孔子云知之者不如好之者好之者不如乐之者...

新课堂教学论文_-_新新课改悟出小学语文教学改革的些许思考

新课堂教学论文新课改悟出小学语文教学改革的些许思考要适应新课改教学的要求小学语文教学必须在课程目标和内容教学观念和学习方式评价目的和方法等方面进行系统的改革但是要做到真正意义上的教学改革首要的是需要小学语文教师...

小学语文教学论文----谈谈如何提高小学生的作文能力

小学语文教学论文谈谈如何提高小学生的作文能力内容提要小学作文教学是小学语文教学的重要组成部分也是小学生掌握知识的标志但这又是小学语文教学的难点本文从四个方面具体论述怎样在小学语文教学中提高农村孩子的写作水平一激...

小学语文教学的论文小学语文教学论文范文:谈谈小学语文识字教学

小学语文教学的论文小学语文教学论文范文谈谈小学语文识字教学摘要在小学的识字教学中运用同形联系识字法析字会意识字法形近比较识字法自主识字法随文阅读识字法等为学生学好语文正确地运用祖国的语言文字打下良好的基础关键词...

小学语文阅读教学论文

怎样培养小学生的阅读能力阅读是思维碰撞和心灵交流的过程阅读是人类获取知识的主要途径对提高学生的素质健全学生的心灵人格有着重要作用因此加强阅读教学提高学生的阅读能力是培养学生获得知识的有效途径培养学生的阅读能力是...

小学语文教学论文题目

首页首页gt学习gt小学语文教学论文题目Date20xx0107170941FromhttpgdfybbscomfanwenBy广大范文网小学语文教学论文题目简介课堂提问的理论初探及其应用体系的建构艺术有效地提...

小学语文教学论文(38篇)