刘丽萍

【摘要】精读是略读的基础,略读是精读的补充,它们都是阅读最基本的方法,有着各自不同的作用,略读与精读一样重要。其实,在信息时代,略读更能迅速、便捷地获取大量信息。就应用程度而言,略读比精读更为广泛。遵循叶老的论断和基于应用程度的现状,我们对略读课文教学规范进行了浅显的思考与探索。

【关键词】阅读教学;略读;精读

The new lesson change bottom how valid open an exhibition to slightly read the teaching of text

Liu Li-ping

【Abstract】The intensive reading is the foundation which slightly read and slightly read is intensive reading of complement, all of them is reading the most basic method, have respectively dissimilarity of function, slightly read with intensive reading similar importance.In fact, at information ages, slightly read more an ability to be quick and conveniently obtain a great deal of information.Application degree but speech, slightly read than intensive reading more extensive.The old theory of follow the leaf break and according to application degree of present condition, we the rightness slightly read text teaching's norm to carry on plain of thinking and investigate.

【Key words】Reading teaching;Slightly read;Intensive reading

如果把教师的教学行为比作厨师的烹调手艺的话,那么,精读课文就好比厨师手下一道道精细、精美的食品,色香味俱全。而略读课文就好比厨师手下不太起眼的粗粮制成品,虽制作粗朴,却保持了天然本色。叶圣陶曾说过:“就教学而言,精读是主体,略读只是补充;但就效果而言,精读是准备,略读才是应用。” “如果只注意于精读,而忽略了略读,功夫便只做得一半。”“精读文章,只能把它认作例子与出发点,既熟悉了例子,又定了出发点,就得推广开来,阅读略读书籍。”叶老十分精辟地阐述了精读与略读的关系,精读是略读的基础,略读是精读的补充,它们都是阅读最基本的方法,有着各自不同的作用,略读与精读一样重要。其实,在信息时代,略读更能迅速、便捷地获取大量信息。就应用程度而言,略读比精读更为广泛。遵循叶老的论断和基于应用程度的现状,我们对略读课文教学规范进行了浅显的思考与探索。

那么,如何有效开展略读课文的教学呢?笔者认为,首先需要教师带着新的眼光设计教学,进行“精”处理。……