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作文教学 (1) 1
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by 谌晗
中华活页文选(教师), ISSN 1009-7252, 2012, Issue 1, pp. 31 - 33
高中文学作品教学的目标是培养学生具有初步的文学鉴赏能力,培养学生健康高尚的审美情趣和一定的审美能力。但传统的文学作品教学往往局限于段意、中心、特点等方面的内容,而这些对于作品本身丰富的主题内涵和整体意义而言,只是整体中的有机部分而已。 
审美意义 | 学生健康 | 解读 | 审美情趣 | 文学作品教学 | 文学鉴赏能力 | 整体意义 | 审美能力
Journal Article
by 谌晗
语文教学通讯:高中(A), ISSN 1004-6097, 2012, Issue 2, pp. 37 - 38
一、读以助写的理论依据 信息论告诉我们,阅读过程是一个信息获取过程,而写作过程是一个信息输出过程。叶圣陶先生曾经说过,"阅读和写作,吸收和表达,一个是进,从外到内,一个是出,从内到外”,“倾吐能否合法度,显然与吸收有密切的关系”,“阅读得其方,写作的能力亦即随而增长”。叶老的教育思想给我们以深刻的启示。 
模式探索 | 作文教学 | 写作过程 | 信息获取 | 信息论 | 阅读过程 | 信息输出 | 教育思想
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2019, Issue 4
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2019, Issue 6
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2019, Issue 8
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2019, Issue 3
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2019, Issue 14
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2019, Issue 20
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2019, Issue 44
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2019, Issue 40
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2019, Issue 12
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2019, Issue 40
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2019, Issue 38
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2019, Issue 26
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2019, Issue 43
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2019, Issue 10
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