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张 庆
语文教育的本质意义在于读书 ··············
李 亮
探究性学习的深层含义及具体实施 ············
高万同
语文教学要加强“三意识” ···············
吴 玲
唤起学生的言语生命活力 ···············
刘长永
“倾听”随想 ·····················
徐武汉
谈语文第一课时的教学 ·················
王惠珍
让写作文的感觉像春天 ·················
高 枫
把课后作业的教学贯穿阅读教学的全过程 ·········
郝敬华
引导学生从学读到会读 ·················
尤靖希 王瑞楠
“三多一少”是习作课走向成功的关键 ··········
吴爱宝
让习作课妙趣横生 ···················
邰凤琴
创造性地运用教材进行习作指导 ·············
彭小芹
小学阅读教学中的写字指导 ···············
杨献荣
毛笔字教学中一些细节问题的处理 ············
金学斌 许 兵
如画如歌的春联 ····················
邵国凤
古诗《山行》教学设计 ·················
范颖琼
《做一片美的叶子》教学设计 ··············
周国欣
《学会查“无字词典”》教学谈 ·············
顾文军
《金子》教学谈 ····················
张海兵
一堂三年级习作指导课 ·················
欧梦莲
中年级习作教学实录 ··················
闵华宣
四年级上册《习作1》教学实录 ·············
乔 蔚
四年级上册《习作4》教学设计 ·············
陈明生
期待一种良性的循环 ··················
汪笑梅
“接力日记”，让情思自然流淌 ·············
蒋静雅
