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每周要诵读的部分单独做出来放到教具桌上
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放到书架上的绘本,方便小朋友随时阅读
老师带读结束后,尽可能让小朋友有后续的空间自行阅读欣赏
家校共育,把每周诵读的内容发给家长
每周一天的团体活动时间进行千字文的诵读教学,老师可以对内容进行解读
每天固定时间给孩子听音频,午餐时间播《千字文》歌曲
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孩子写完,工作区有装框的区域,把自己写的装裱起来
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本周诗歌做成卡片
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绘本方便教师用
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每周要诵读的部分单独做出来放到教具桌上
放到书架上的绘本,方便小朋友随时阅读
老师带读结束后,尽可能让小朋友有后续的空间自行阅读欣赏
家校共育,把每周诵读的内容发给家长
每周一天的团体活动时间进行千字文的诵读教学,老师可以对内容进行解读
每天固定时间给孩子听音频,午餐时间播《千字文》歌曲
孩子写完,工作区有装框的区域,把自己写的装裱起来
本周诗歌做成卡片
绘本方便教师用
本文标题:传统文化的开展
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