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class="introduce_text"> <div id="zpjahyszipfi" class="neirong_bt"> <h1>初高中語文教學(xué)銜接淺談?wù)撐?/h1> <div>網(wǎng)站：<a title="公文素材庫" target="_blank" href="/">公文素材庫</a>　|　時間：<span>2019-05-11 15:16:09</span>　|　移動端：<span><a title="初高中語文教學(xué)銜接淺談?wù)撐?>初高中語文教學(xué)銜接淺談?wù)撐?/a></span></div> </div> <div id="zpjahyszipfi" class="clearfix neirong"> <script>ad680_1();</script> <p>　　目前的初高中之間，由于缺乏必要的溝通、信任，造成許多不必要的誤解。高中教師多埋怨初中教師的不負(fù)責(zé)任，很多知識沒有講或沒講透，自己必須再花上一定的時間、精力去彌補；初中教師也慨嘆高中教師的不夠理解，認(rèn)為有些知識是不需在初中階段講解的，那本來就該是高中教師的職責(zé)。<p>　　譬如語法，《全日制義務(wù)教育課程標(biāo)準(zhǔn)（實驗稿）》中明確指出：“語法、修辭知識不作為考試內(nèi)容�！碧貏e是文言文，初中教師一般不再強(qiáng)調(diào)字字落實，學(xué)生只要憑語感、直覺，大致意對即可。而高中教師卻說，以前的學(xué)生語法知識學(xué)得比較系統(tǒng)、扎實，而現(xiàn)在的連最基本的主、謂、賓、定、補、狀都如一團(tuán)亂麻，特別是文言文，問起句法、詞法，問起狀語后置、定語后置、賓語前置，學(xué)生茫茫然不知所云，便氣不打一處來，自然數(shù)落起初中教師來。</p><p>　　我覺得除了初高中教師多相互溝通、合作之外，我們應(yīng)該根據(jù)學(xué)生每個學(xué)齡段的不同特點，讓這些操作策略得以正確歸位，明確初中語文學(xué)習(xí)的任務(wù)是什么，程序性操作策略有哪些，高中的學(xué)習(xí)任務(wù)又是什么，程序性操作策略又有哪些？區(qū)別清楚之后，教師拿來作為自己教學(xué)的基點之一，循序漸進(jìn)，實施有效教學(xué)，必能使初高中教學(xué)各得其所，相互促進(jìn)。事實上，現(xiàn)在越來越多的初中教師已經(jīng)在補做程序性操作策略知識，以使我們的語文教學(xué)更趨實在，更趨理性，使人文性有厚重的土地可以植根，也使初高中語文教學(xué)能夠找到一個可操作的銜接點，達(dá)成順暢的過渡與提升。比如我自己，就忍痛犧牲了人教版中的部分選讀課文，擠出時間惡補必要的語法知識，且基本參照是浙江省義務(wù)教育初級中學(xué)課本（試用）中的體系，從漢字講起，到詞、短語、句子、語病，使弱化了的語法重新重視起來。</p><p>　　初高中語文教學(xué)的銜接是個普遍的問題。很多地區(qū)，很多學(xué)校的高中語言教學(xué)都面臨這個問題。多年來，我們感到高一語文教學(xué)效率不高，課時由規(guī)定的５節(jié)增加到每周６節(jié)，但效果仍不理想，不少同學(xué)中考語文成績不錯，但到高一考試，分?jǐn)?shù)總是在60分左右徘徊。為此，近年來，我們在初高中語文教學(xué)銜接方面作了一些探索和努力。所謂“初高中銜接”是指保持、強(qiáng)化學(xué)生在初中已有的良好的語文學(xué)習(xí)方法、學(xué)習(xí)習(xí)慣，進(jìn)一步符合高中語文學(xué)習(xí)要求的學(xué)習(xí)方法、習(xí)慣，最終建立符合高中語文學(xué)習(xí)規(guī)律的學(xué)習(xí)機(jī)制。</p><p>　　<strong>一、研究初高中語文教育目標(biāo)的差異</strong></p><p>　　1.現(xiàn)代文閱讀方面：①閱讀方法上，初中“熟練運用略讀瀏覽”，高中“能根據(jù)不同目的、閱讀材料，靈活運用精讀、略讀、瀏覽法”。②理解方面，初中“理解主要內(nèi)容”，高中“理解作者的思想、觀點和情感”。③分析評價方面，初中“能提出自己的看法和疑問”，高中“作出自己的分析和判斷，學(xué)習(xí)從不同角度進(jìn)行闡發(fā)、評價、質(zhì)疑”。④鑒賞方面，高中強(qiáng)調(diào)自己的情感體驗和思考。</p><p>　　2.文言文閱讀方面，初中“理解基本內(nèi)容”，高中“掌握常見的文言實詞、虛詞、句式、讀懂譯文，用現(xiàn)代觀念審視作品的思想內(nèi)容和思想傾向”。</p><p>　　由此看來，無論是現(xiàn)代文閱讀，還是文言文閱讀，對高中學(xué)生的閱讀能力要求明顯增強(qiáng)。</p><p>　　<strong>二、了解高一新生的語文學(xué)習(xí)現(xiàn)狀和語文學(xué)習(xí)達(dá)到的程度</strong></p><p>　　我們采用問卷和測試的方式，了解學(xué)生在語文基礎(chǔ)知識、閱讀能力、寫作能力方面所要達(dá)到的水平和存在的問題，便于在下步能有針對性地進(jìn)行教學(xué)。注重對學(xué)情的了解是成功教育的前提條件。</p><p>　　<strong>三、改進(jìn)高一語文課堂教學(xué)</strong></p><p>　　為探索適合高一新生語文學(xué)習(xí)的途徑，一方面調(diào)整課時結(jié)構(gòu)，我們從2010年秋季學(xué)期開始進(jìn)行了調(diào)整，在高一年級試開閱讀課，周課時５節(jié)，４節(jié)課完成必修本、選修本的教學(xué)任務(wù)。１節(jié)課用于學(xué)生到閱覽室自由閱讀，學(xué)校為此訂閱各類雜志130余種，堅持了一年之后，取得了滿意的效果，學(xué)生學(xué)習(xí)的閱讀視野開闊了，對語文學(xué)習(xí)的興趣增強(qiáng)了，語文成績有了一定的提高。另一方面，通過集體備課，大家把自己對高一學(xué)生進(jìn)行教育的理解融進(jìn)課堂教學(xué)。歸納總結(jié)出：重在誦讀、涵泳，重積累，最大限度發(fā)揮學(xué)生的自主性，引導(dǎo)、鼓勵學(xué)生自主探求，培養(yǎng)學(xué)生獨立學(xué)習(xí)的課堂教學(xué)方式。</p><p>　　<strong>四、對學(xué)生進(jìn)行語文學(xué)習(xí)方法的指導(dǎo)。</strong></p><p>　　1.指導(dǎo)學(xué)生正確使用教材。初中階段是在“大致理解的基礎(chǔ)上熟讀成誦”，高中階段則是“在熟讀成誦的基礎(chǔ)上具體理解”；初中強(qiáng)調(diào)合作，高中更強(qiáng)調(diào)發(fā)展獨立閱讀能力，自己分析判斷，盡力做到“老生常讀不讀，人云亦云不云”。</p><p>　　2.指導(dǎo)學(xué)生學(xué)會聽課，引導(dǎo)學(xué)生聽課時重視能力的提高。課堂上積極思維，踴躍發(fā)言，提高思維能力、閱讀能力。</p><p>　　3.指導(dǎo)學(xué)生高效訓(xùn)練，在練習(xí)的過程中掌握規(guī)律，形成舉一反三的能力。高一學(xué)生難點在古文閱讀，因此，教師授課時注意傳授規(guī)律，如涉及名詞、動詞、形容詞活用的規(guī)律，特殊句式的辨析與翻譯等，學(xué)生練習(xí)時進(jìn)一步強(qiáng)化對這些規(guī)律的認(rèn)識，從而完成學(xué)習(xí)任務(wù)，提高學(xué)習(xí)效率。</p><p>　　4.指導(dǎo)學(xué)生學(xué)會自覺讀寫，擴(kuò)大讀寫量，提高讀寫效率，尤其在指導(dǎo)學(xué)生用好“語文讀本”與上好“青春讀書課”的同時，作讀書札記，寫讀書心得。為此，我們編輯了“晴窗——青春讀書課專輯”，展示學(xué)生的閱讀成果。</p><p>　　5.引導(dǎo)學(xué)生主動探索適合自身特點的語文學(xué)習(xí)方法。比如我們強(qiáng)調(diào)背誦、強(qiáng)調(diào)朗讀、課前試背、課后背誦、早晨背誦、晚上背誦均可。朗讀不要求整齊劃一，讓學(xué)生自己哪一部分不熟悉就多讀讀哪一部分等等。</p><p>　　通過幾年來的教學(xué)實踐，我們在培養(yǎng)高一新生“不動筆墨不讀書”的習(xí)慣、課堂積極參與的習(xí)慣、廣泛閱讀習(xí)慣等方面積累了一定的經(jīng)驗。在初高中語文教學(xué)銜接方面的探索取得了一定的成效，語文教學(xué)的效率也得到了一定的提高。</p> 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