《语文教学通讯》2019年第5期

 

卷首  1 语文课堂需要深度学习                                                 莫国夫

人物

人物  4 汉字“四会”的百年历程及其利弊探析                                   张心科

8 单元整组教学目标的系统解读与确定                                     汪  潮

12 开发言语输出活动，整合多元学习内容                                  吕  映

论语  15 “能力一实践型”阅读教学设计要义                                    梁昌辉

18 活用助学策略，引导学生学语习文                                      李玉玺

课堂

备课  21 《心中的“小问号”》写话设计                                         魏  琼

22 它就是“人” 它不是它                                               李  鑫

评课  24 点燃想象 深度学习                                                   孙双金

29 衔接 体验 表达                                                      杨书闻

30 引领，让思维之花在“深度学习“中绽放                                孙  艳

说课  31 说说《生命 生命》的教学                                             余映潮

32 说说《跨越百年的美丽》的教学                                        余映潮

教研

研讨  34 把握单元核心要素 提升教学设计站位                                   曾爱卫

35 《慢性子裁和急性子顾客》教学设计                                    姚  伟

37 《方帽子店》教学设计                                                丁俊超

38 《漏》教学设计                                                      唐  睿

39 《枣核》教学设计                                                    陈  翊

40 《这样想象真有趣》教学设计                                          蔡红燕

教法  42 用好“我爱阅读”，走稳自主阅读第一步                                 娄屹兰

45 寻绎:儿童视角下的整本书阅读                                         邬银荣

47 意象:诗词教学的入口                                                 彭才华

49 多角度对比，精准把握新教材                                          李益友

52 让兴趣成为古诗词阅读的主旋律                                        李  笋

54 写作萌芽从绘本共读里生发                                            赵  玲

56 “导甲度乙＂方法迁移习作模式的运用与实践                    刘友乾  曾扬明

59 谈习作例文的有效选择与运用                                          李晓艳

61 写字指导应“精准帮扶”                                              刘晓慧

63 走原始之路，品原汁之味                                              沈志珍

65 展露与照亮                                                          金蛛娟

67 教学即研究:做智慧的创生者                                           卢建山

69 于永正口语交际教学模式研究                                          周晓青

专题  72 “焦点阅读”教学的两个基本理念                                      倪文锦

74 焦点阅读话“咕咚”                                                  倪文锦

75 阅读理解，要抓思维节点                                              方  芳

76 《青蛙卖泥塘》（第二课时)教学设计                                    姚  兰

成长

视野  78 澳大利亚说服性写作评价框架浅析                              陈  磊  荣维东