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class="sub_title clear"> <span id="nbu9hjk" class="sp2 c6 fl">時(shí)間：<time class="fxtime">2016-03-18 15:55:51</time></span> <span id="czle4e9" class="sp1 c6 fl"><em id="zuozhe" class="noshow">謝樺</em><em class="user_id noshow">657</em>由 <em class="nickname"></em> 分享</span> <span id="us4bf8a" class="fl arc_btn"></span> </div> </div> </div> <div id="3oysdcf" class="y_ju"></div> <div id="c85uyat" class="con_article con_main" id="contentText"> <p>提高小學(xué)生人文素養(yǎng)經(jīng)驗(yàn)談?wù)撐?/p><p> 　　人文教育是21世紀(jì)各國(guó)教育改革面對(duì)的一個(gè)新課題。在現(xiàn)實(shí)的我國(guó)中小學(xué)教育里,在中考、高考指揮棒的導(dǎo)引下,知識(shí)的教育被強(qiáng)化了,育人的責(zé)任被忽視甚至被放棄了,中小學(xué)校作為人文教育的主渠道、主陣地,必須從客觀實(shí)際出發(fā),全面提高教師的素質(zhì),營(yíng)造人文氣息濃厚的校園環(huán)境、班級(jí)氛圍,以課堂教學(xué)為主要途徑,注重校本課程的開(kāi)發(fā)與研究。以下是學(xué)習(xí)啦小編為大家精心準(zhǔn)備的：提高小學(xué)生人文素養(yǎng)經(jīng)驗(yàn)談相關(guān)論文。內(nèi)容僅供參考，歡迎閱讀!</p><p><strong>　　提高小學(xué)生人文素養(yǎng)經(jīng)驗(yàn)談全文如下：</strong></p><p> 　<strong>　摘要</strong>：小學(xué)語(yǔ)文教學(xué)對(duì)于培養(yǎng)學(xué)生的人文素養(yǎng)有著獨(dú)特作用，本文從發(fā)現(xiàn)教材中的童趣、挖掘教材中的人文內(nèi)涵、考慮學(xué)生的實(shí)際情況、鼓勵(lì)學(xué)生參加課外活動(dòng)這四個(gè)方面，闡述了如何在小學(xué)語(yǔ)文教學(xué)中提升學(xué)生的人文素養(yǎng)。</p><p> 　　<strong>關(guān)鍵詞：</strong>小學(xué)語(yǔ)文人文素養(yǎng)</p><p> 　　人文素養(yǎng)的培養(yǎng)不是一蹴而就的，要想培養(yǎng)學(xué)生的人文素養(yǎng)，只能通過(guò)日積月累。小學(xué)語(yǔ)文教學(xué)對(duì)于培養(yǎng)學(xué)生的人文素養(yǎng)具有獨(dú)特的作用，教師必須予以高度重視。</p><p><strong>　　一、發(fā)現(xiàn)教材中的童趣</strong></p><p> 　　培養(yǎng)小學(xué)生的人文素養(yǎng)，教師首先要從教材著手。筆者認(rèn)為，教材中充滿著童趣，如果教師科學(xué)、合理地使用童趣，可以提高學(xué)生的人文素養(yǎng)。如在教學(xué)《借生日》這篇課文的時(shí)候，筆者著重讓學(xué)生發(fā)現(xiàn)教材中的童趣，讓童趣培養(yǎng)學(xué)生的人文素養(yǎng)。在文章中，因?yàn)閶寢尣挥浀米约旱纳铡Ｓ谑?，孩子送了一個(gè)用布做的熊給媽媽。這是孩子對(duì)媽媽真誠(chéng)的愛(ài)的體現(xiàn)，也是孩子單純?cè)竿捏w現(xiàn)。在教學(xué)過(guò)程中，筆者讓學(xué)生仔細(xì)思考：“你們從文章中看出了什么?”其實(shí)，這個(gè)問(wèn)題就是讓學(xué)生體會(huì)文章中的人文精神以及孩子對(duì)媽媽的愛(ài)，從而對(duì)學(xué)生施以潛移默化的影響，讓學(xué)生反思“自己是否也愛(ài)媽媽?”“自己是不是也應(yīng)該關(guān)心媽媽?”又如在教學(xué)《影子》時(shí)，筆者引導(dǎo)學(xué)生觀察自己的影子，然后進(jìn)行換位思考：“如果自己是影子的話，那么會(huì)怎么想?”教學(xué)這些內(nèi)容的關(guān)鍵，就是讓學(xué)生抓住文章中的童趣。這樣既可以激發(fā)學(xué)生的學(xué)習(xí)興趣，又可以培養(yǎng)學(xué)生的人文精神。</p><p><strong>　　二、挖掘教材中的人文內(nèi)涵</strong></p><p> 　　小學(xué)語(yǔ)文教材不僅富有童趣，而且內(nèi)容龐雜，包涵了大量歷史、科學(xué)和藝術(shù)等知識(shí)，具有深厚的人文內(nèi)涵，這些都是古今中華文化的精華，往往閃現(xiàn)出人性的光芒，所以教師通過(guò)深入挖掘教材中的人文內(nèi)涵，同樣可以提升學(xué)生的人文素養(yǎng)。一般來(lái)說(shuō)，筆者在上課前都會(huì)認(rèn)真?zhèn)湔n，力求把教學(xué)內(nèi)容爛熟于心，同時(shí)，提煉出教材中有利于培養(yǎng)學(xué)生人文素養(yǎng)的內(nèi)容。筆者認(rèn)為，低年級(jí)小學(xué)語(yǔ)文教學(xué)的側(cè)重點(diǎn)是讓學(xué)生學(xué)會(huì)欣賞美，使學(xué)生練就一雙能夠發(fā)現(xiàn)生活中美的眼睛;對(duì)于中年級(jí)和高年級(jí)學(xué)生來(lái)說(shuō)，他們學(xué)習(xí)的重點(diǎn)是語(yǔ)言的表達(dá)和理解教材的內(nèi)涵。</p><p><strong>　　三、考慮學(xué)生的實(shí)際情況</strong></p><p> 　　俗話說(shuō)得好，一千個(gè)人的眼里，就有一千個(gè)不一樣的哈姆雷特。學(xué)生由于生活經(jīng)歷、個(gè)人條件等不同，所以他們的發(fā)展情況也不相同。因此在教學(xué)時(shí)，教師必須注意學(xué)生的個(gè)體差異性，尊重學(xué)生的主體性，因材施教，盡可能地針對(duì)每個(gè)學(xué)生的不同特點(diǎn)，制訂相應(yīng)的教學(xué)計(jì)劃。如對(duì)于表達(dá)、交流能力欠佳的學(xué)生，教師應(yīng)該多鼓勵(lì)學(xué)生與他人交流，在學(xué)生取得進(jìn)步的時(shí)候及時(shí)表?yè)P(yáng)他們。</p><p><strong>　　四、鼓勵(lì)學(xué)生參加課外活動(dòng)</strong></p><p> 　　生活可以很好地提高學(xué)生的人文素養(yǎng)，所以教師應(yīng)該鼓勵(lì)學(xué)生積極參加課外活動(dòng)。首先，教師可以有計(jì)劃地在小范圍內(nèi)開(kāi)展課外活動(dòng)。課堂教學(xué)雖然重要，但是課外教學(xué)也能對(duì)學(xué)生產(chǎn)生很大的影響，教師應(yīng)該讓學(xué)生更多地體驗(yàn)這個(gè)世界的精彩。如教師可以引導(dǎo)學(xué)生參加學(xué)校的比賽，或者讓學(xué)生自編自演舞臺(tái)劇等，這些都有利于發(fā)展和提高學(xué)生的綜合能力;其次，教師應(yīng)該鼓勵(lì)學(xué)生多閱讀，讓學(xué)生在閱讀中發(fā)現(xiàn)同樣精彩的世界。高質(zhì)量的閱讀，能夠激發(fā)學(xué)生學(xué)習(xí)語(yǔ)文的興趣，有效提升學(xué)生的人文精神。此外，科學(xué)技術(shù)的不斷發(fā)展，也為學(xué)生的閱讀提供了良好的條件，所以教師要有意識(shí)地引導(dǎo)學(xué)生多閱讀。只有多閱讀，學(xué)生才能多思考。</p><p> 　　總而言之，小學(xué)語(yǔ)文教學(xué)對(duì)于培養(yǎng)學(xué)生的人文素養(yǎng)具有重要的作用，教師必須予以重視。筆者相信，通過(guò)教師的不懈努力，必定能夠提升學(xué)生的人文素養(yǎng)，為學(xué)生的長(zhǎng)遠(yuǎn)發(fā)展打下堅(jiān)實(shí)的基礎(chǔ)。<br/></p><p><strong>提高小學(xué)生人文素養(yǎng)經(jīng)驗(yàn)談相關(guān)文章：</strong></p><p> 1.<a _href="http://lpo831.com/fanwen/xindetihui/jiaoshi/54811.html" href="http://lpo831.com/fanwen/xindetihui/jiaoshi/54811.html" target="_blank">教師的人文素養(yǎng)心得3篇</a></p><p> 2.<a 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