很久以前,一位三年级老师教《麻雀》一课的情景仍深刻地印在我的脑子里。上课一开始,老师就叫同学们解释词义(课前已预习),被指名者均能熟练地按字典上的说明作出回答:“无可奈何即无法可想”。“安然就是安安稳稳地”。“庞大即巨大”等等。他们能较流利地背出抽象词义,但是否真正领会了词所代表的实际意义或具体事物?课后笔者询问了成绩冒尖的两位学生。“庞大是什么意思?”“巨大”。“生活中哪些事物是庞大的?”无言以对。我再举例若干让其判断庞大与否,他们也难以确定。学业优秀者尚未能真正理解词义,一般同学就可想而知了。据了解,此类现象至今仍流行甚广。词语教学从抽象到抽象,让学生不求甚解地去记那一条又一条的词语注释,这是多少年来一直被沿用的一种传统的词语教学方法。这种传统的做法急需进行改革,因为它有许多弊端: 第一,不利于知识的掌握。从前面一例可以看到,学生虽然已经牢牢地记住了庞大等词的本质意义,但并没有真正学懂,他们只不过是在死记硬背抽象的结论而已。没有领会当然更谈不上知识的应用了。以抽 A long time ago, a third-grade teacher taught the lesson of “Sparrow” still deeply in my mind. At the beginning of the class, the teacher asked the students to explain the meaning of the word (prepared before class), and the named person could skillfully respond according to the dictionary’s instructions: “There is no way to think.” “Enron is safe and secure.” “Big is huge” and so on. They can reciprocate abstract meanings more fluently, but whether they truly understand the actual meaning or specific things represented by the words. After the class, the author asked the two students who had a high grade. “What does it mean to be huge?” “Immense.” “What are the things in life that are huge?” Let me give some examples to judge whether it is huge or not. They are also difficult to determine. Those who have excellent academic ability have not yet truly understood the meaning of the word. The average student can imagine it. It is understood that such phenomena are still widespread. The teaching of words and expressions from abstract to abstraction allows students to remember the one-by-one word notes without understanding. This is a traditional way of teaching words and phrases that has been used for many years. This traditional approach urgently requires reform because it has many drawbacks: First, it is not conducive to the mastery of knowledge. As we can see from the previous case, although students have firmly remembered the essential meanings of such words as large ones, they did not really understand them. They are merely conclusions about memorization and abstraction. There is certainly no appetite for knowledge applications. Withdrawing