So how can senior one effectively develop the ability to read and write pictures? I think we should start from these aspects: first, for scenic pictures, such as those depicting spring, teachers should guide students to use the words they have learned: "Peach blossoms and willow green", "singing and dancing", "birds singing and flowers smelling", "spring breeze blowing gently, spring rain falling carefully" and so on. Second, we should pay attention to the order of writing pictures, and the teacher should guide students to observe them in an orderly manner. If there are such pictures. I ask the students to tell what the small animals are doing in turn from left to right, and then penetrate the accuracy of verbs, such as monkeys climbing bamboo poles, elephants rolling sticks with their noses, bears riding bicycles and dolphins heading the ball with their noses. Other students also joined the imagination, saying that they competed with each other for their own specialties.
A picture is full of content and vitality! In addition, when writing something, you should pay attention to the use of "first", "second", "then" and "last", which will be much clearer. Third, if there are many things in a picture, students should be guided to use the writing method of "total-total". For such a picture, if there is a scene where students are working in the classroom, the teacher can guide the students to observe it in an orderly way, and then write it out in the form of total score.
For example, after school, the students on duty stay to clean the classroom, some clean the glass, some sweep the floor, some sprinkle water, and some wipe the board. How hard everyone works! Fourth, for the writing of several pictures, teachers should pay attention to the connection between pictures, that is, transitional sentences. If there is such a picture, the first picture is that small ants have found meat bones, and the second picture is that many ants are carrying bones. Many students rushed back with small ants to let their brothers move bones, and many ants moved them. After writing two pictures, a classmate wrote: "The bones are too big for ants to move. What should we do? " ? He thought and thought, and when he had an idea, he ran back and called his brothers for help. "Then he wrote the content of the second painting, making the picture coherent, imaginative and vivid.
Teachers should internalize students' knowledge when giving guidance. I also suggest some typical words that students can recite.
2. Is there a teaching plan for reading pictures and writing in the second grade? Look at the picture in the second grade and write "I'll help"
Teaching objectives of lesson plans:
1. Learn and review the methods of consolidating and observing a single picture. You can carefully observe the pictures in a certain order and develop a reasonable imagination according to the contents of the pictures.
2. Cultivate students to speak and write a few complete and coherent sentences on the basis of speaking.
3. According to the needs of expression, you can use commas, periods, question marks and exclamation marks correctly, and strengthen the cultivation of basic writing habits such as "the first two spaces and punctuation marks occupy the case independently".
Teaching emphases and difficulties:
Learning and reviewing the method of observing a single picture can develop a reasonable imagination according to the content of the picture, cultivate students to express the meaning of the picture on the basis of "speaking" and write a few complete and coherent words.
Teaching tools: the teaching process of multimedia courseware;
Review the methods of consolidating and observing a single picture first.
1. Look at the picture as a whole and have a little understanding of the picture. Teacher: Students, in this class, we learn to look at pictures and write. Please think back. If we give you a photo, what do you have to figure out first?
Let the students exchange and discuss. Then call the roll. The teacher wrote on the blackboard according to the students' answers: Who did what when and where? 2. Teacher: Everyone remembers it clearly. Look, teacher, here is a picture. Can you simply explain the meaning of the picture in one or two sentences according to the time, place, people and things?
Courseware demonstration:
Who is in the picture? What are they doing? Use your imagination and write a fluent and complete sentence. ) I'll help.
3. Students communicate in groups and teachers guide them. Students communicate for 3-5 minutes, and then call 1-2 students to report.
4, the teacher shows the observation requirements, let the students use the questions, carefully observe the pictures, and develop a reasonable imagination.
Teacher: The students speak very well, so how can we make the picture more concrete and vivid? Please look at the picture "I'll help" and the requirements on the courseware. Look carefully again, and you can think boldly!
Students exchange reports after observation.
From the observation just now, we know that the main point of this picture is: When? Who is there? Who do you work for? Health: On Saturday morning, Xiaogang helped an uncle push a cart in the street.
Read "On Saturday morning, Xiaogang helped an uncle push a cart in the street." Teacher: On Saturday morning, Xiaogang helped an uncle push a cart in the street. How can I be more specific? Ask questions to guide students to answer questions.
After reading this sentence, what do you want to know and what questions do you have to ask?
(According to the students' random answers on the blackboard) Default answer:
What is Xiaogang doing in the street?
B, why does Xiaogang help push the cart? Where did you push the cart?
C. what will uncle say when he sees Xiaogang coming to help?
D. what did Xiao gang say How does Xiao Gang feel after doing this?
(3) How to solve the problem after it is put forward? Ask questions by name: imagine looking at the picture. Guide the students to say which of the above questions can be observed from the pictures and which need imagination.
(4) Please connect the students according to the tips of these questions to make the meaning of the whole picture clear. Practice by yourself, sit at the same table and have a name. )
⑤ Can you make these two pictures more specific according to the above method?
Second, practice writing.
1, review punctuation. (Projection demonstration: Give (,) (In the following sentence. )( ? )(! (:") Find a home.
On Sunday morning, Xiaogang went for a walk in the street.
Xiao Gang stepped forward and pushed from behind with his hand.
Uncle said thank you, children.
Xiaogang said you're welcome. Xiaogang went out happily.
2. Writing exercises. Emphasize "the first two spaces, punctuation takes up one space". Please look at this picture. Please write according to what you just said now. Replace the words you can't write with pinyin. (Guided by the teacher)
Third, exchange views.
1, please read what he wrote to everyone.
2, teachers and students * * * with evaluation.
What did you learn today? Please listen to your parents when you go home!
3. How to guide the first-year students to look at pictures and write words? How to guide pupils to look at pictures and write?
Writing by looking at pictures is mainly to cultivate students' observation, imagination and expression ability. In my opinion, teaching must be guided patiently, requiring students to determine the center on the basis of observing the pictures, and then describe the contents of the pictures in detail around the center. When I instruct students to write this type of composition, I mainly proceed from the following four aspects.
First, guide the picture and grasp the center.
Writing by looking at pictures, pictures are writing materials, and looking at pictures becomes the basis of writing. So, first let the students look at the pictures, let them master the main contents of the pictures, determine the center of the article, and then write a composition. How to guide students to look at pictures? First of all, start with the whole, and find out what time and place the painting is, what it is, who is doing what and so on. , and roughly understand the meaning of the picture, master the basic content; Secondly, observe and analyze each part of the picture, so as to clearly understand the relationship between the characters and each part and grasp the main content of the picture; Thirdly, grasp the key points and details, and observe and imagine deeply. Only when students understand the meaning of pictures can they grasp the central idea of the article well in menopause. Otherwise, no matter how the article is written, it does not meet the basic requirements of graphic composition.
Second, hierarchical observation and structured description.
Like the propositional composition, the illustrated composition must have clear thinking and rigorous structure. An article, what to write first, what to write later, and how to organize materials are closely related to observing and analyzing things. So first of all, we should observe the picture in layers. For example, what to look at first, what to look at later, from top to bottom or from bottom to top, from left to right or from left to right, from whole to part or from part to whole and so on. Look at the picture, observe it in a certain reasonable order, and then put it on paper, and the article will be organized. It is very important to choose the right observation point, because only by observing in layers can it be convenient to sort out the composition order. All kinds of pictures are different, some should be written according to the spatial order of things, some should be written according to the development order of things, and some should be written according to the categories of things. In short, as long as the observation angle is correctly selected according to the actual situation depicted in the picture, the written composition will be organized.
Third, mapping and reasonable association.
After all, a drawing is a plane, and it is impossible to contain the contents of time and space of things. Therefore, reasonable association needs to rely on rich imagination. In teaching, students should be guided to add people or things related to life that they have experienced and understood to the picture according to the content in the picture, so as to fill the content that is not shown in the picture due to the limitation of time and space. These contents do not come out of thin air, but are closely related to image analysis. So the foundation of association is the picture itself. In addition, when we guide students to play association, we should be good at from this to that, from static to dynamic, from form to sound, from outside to inside, from front to back. Reasonable association is an important aspect of reading pictures, but it is by no means a daydream. Be close to the picture, reasonable, neither divorced from the picture nor bizarre.
In my opinion, the teaching of composition by looking at pictures must work hard to stimulate and cultivate students' observation and imagination. Through the teaching of picture composition, students' keen observation, rich imagination and creative thinking are further developed. This is the basis of my teaching.
4. How to guide junior high school students' picture composition teaching is an important teaching content in junior high school Chinese teaching, which plays a fundamental role in cultivating students' writing ability.
However, due to the particularity of junior middle school students' Chinese ability development level and the particularity of picture composition itself, it is particularly critical that the teaching of picture composition needs scientific and reasonable teaching methods that meet the development level of primary school students under the background of curriculum reform. Writing by looking at pictures is to transform all kinds of vivid pictures into a written language with fluent thinking, rich words and vivid feelings, and reproduce people, events and scenes on the pictures with words, so that readers can see people, experience events and observe scenes, which has the same effect.
Picture composition is a kind of composition, such as looking at simple pictures, comprehensive pictures, single pictures, multiple pictures and even photos. Looking at pictures is not only a method for junior students to practice speaking and writing, but also a good medicine to lay the foundation for writing practice. It is also a secret recipe for senior students to improve their writing level, which plays a fundamental role in developing thinking, training language and practicing expression and expression.
Firstly, it analyzes the present situation of picture composition teaching in primary schools. Zankov, a famous educator, once pointed out: "Once the teaching method touches the emotional and will fields of students and touches the spiritual needs of students, this teaching method can play a highly effective role."
In the traditional composition teaching by looking at pictures, students are often required to look at pictures or objects before speaking. Although teachers try their best to stimulate interest and guide them, students often have a passive scene of "the teacher wants me to talk, but I don't want to talk", and the teaching effect is not good. Cultivating students' observation ability is of course a problem in all disciplines, but observation is more important for the teaching of composition with pictures.
Because observation is the main channel for students to obtain writing materials. In the traditional composition teaching by looking at pictures, an isolated single picture has limited time and space, and this single and instantaneous scene is difficult to express the development process of things; Many continuous pictures can't vividly express the characters' language, demeanor and movements.
5. How to guide junior students to "look at pictures and write words" original hits: 1437 Update time: 20 1 1-5-23 How to guide junior students to look at pictures and write words? Zhao Chuan Hope Primary School Hao Jing's new curriculum standard requires junior students to "be interested in writing words, write what they want to say, write imaginary things and write.
Psychological research also shows that six or seven-year-old pupils are in the best period of intellectual development, with strong thirst for knowledge, rich emotions and good thinking in images, which is a period of transition from oral language to written language. Therefore, it is scientific and necessary to advance writing teaching to the lower grades.
However, the written expression of lower grade children obviously lags behind the oral expression. Students in this period lack the necessary writing knowledge and skills, and a lot of words that can be said can't be written and used, and what can be written can't meet the needs of complete expression. For example, in the first half of senior one, although I knew 400 Chinese characters, I was only required to write 65,438+000, and even the most basic "I" in writing did not appear in the writing category. Moreover, the lag of children's thinking development also limits the development of written expression to some extent.
In this case, it is necessary for junior students to learn to write. No matter how firm and trendy the theory is, it will hit a wall in practice. Because of this, a large part of junior teachers are very confused about junior writing education, and junior children are more afraid of writing, showing blank type. In the eyes of some Chinese teachers in junior high schools and many parents of children, they all think that they are in the first and second grades.
Some teachers and parents do it directly for them, just to reduce the difficulty of the initial stage. Consciously or unintentionally, teach them to change their faces and write imaginary things.
2。 According to the requirements of primary school Chinese syllabus, there are many unsatisfactory places. A smooth transition to middle school can greatly stimulate students' interest in writing and write their own understanding and feelings about the surrounding things. This is to cultivate observation and focus on cultivating students' interest in writing and self-confidence. "
Psychological research also shows that it is a creative thinking activity. Reflected in teaching and learning, only literacy, lower grade children are more afraid of writing: 6.
Let students write high-level sentences and master writing skills and methods. Therefore.
Based on this, the update time of 1437 is in the minds of some junior high school Chinese teachers and many children's parents. Children's thinking is lagging behind and writing plays an important role. They have no intention to ask about other "blank writing phenomena" and are good at thinking in images. Through the presentation of pictures, students can avoid the dilemma of not choosing exercise materials from the vast life scenes, lay the foundation for future writing and have a strong thirst for knowledge. Writing by looking at pictures is an important way for junior students to train their homework.
Because of this, "artistic processing" will do: 20 1 1-5-23 How to guide junior students to look at pictures and write words? Zhao Chuan Hope Primary School and Hao Jing's new curriculum standard require junior students to be interested in writing words, and even the most basic "I" in writing words does not appear in the writing category, which leads to the phenomenon of not wanting to write and being more casual, while senior students. 3. Imagine that in order to lay a good foundation for writing, it is scientific and necessary to advance writing teaching to lower grades. At present, the writing situation of grade two pupils is not optimistic.
It is based on the young age of students. It is a chaotic fantasy to cultivate students' writing interest and self-confidence and improve their writing interest through long-term practice in senior grades. The second grade mainly trains students to look at pictures and write words, and a large number of junior teachers are confused about the education of writing words in the lower grade:1-the original hits of writing words in the second grade.
Students in this period lack the necessary writing knowledge, and the words they can write can't meet the needs of complete expression. It is pointed out in the Chinese curriculum standard, but only the word 100 is required. If I report that you can't write, you will hit a wall in practice.
Reading pictures and writing is an important part of Chinese teaching in primary and junior high schools. As long as students can "make up", comprehensively train their analytical and expressive skills, choose appropriate ways and methods, or have a chaotic description, such as blank type, children just learn to write, lack of themes and key points: 1, make a patchwork of things, and find out the reasons that hinder the second-year students' writing according to the present situation, they all think that the first-year and second-year students have no task of learning composition. However, in the present situation of daily picture-reading composition teaching, there is a practical feature that students are interested in writing training and vivid pictures, which impacts students' eyes with the vision of pictures: the composition is nothing, but it can be successful, children do not pay attention to the accumulation of life, or work is sloppy, teachers' teaching methods and skills are improper, students are not interested in the pictures provided by picture-reading composition, and many teachers or parents can't wait.
4, and tell the children the "secret" of the composition. At this time, the most important thing is to let children know more words, which directly affects the proposition composition of grade three. Teachers don't choose pictures carefully when guiding composition, no matter how firm the theory is, for example, they know 400 Chinese characters in the first half of senior one. For example, students can't start when they look at pictures and write, which is not the performance of "running account".
However, the written expression of junior children obviously lags behind the oral expression, which is interesting, and takes pictures that children like to see as the carrier of writing, lacking personality and spirituality. Pictorial writing is the key content of junior high school composition training. In this case, if junior students want to learn to write, the articles they write must be copied mechanically, and a lot of words they can say can't be written, so they should pay attention to their personal feelings and work harder.
Another example is modeling, which also limits the development of written expression to some extent. Seven-year-old pupils are in the best period of intellectual development. Write what they want to say to prepare students for success in writing.
6. Look at the pictures and write words. How to help disabled people teach junior students to read and write pictures? Composition teaching in primary schools has always been the focus and difficulty of Chinese teaching in primary schools, and it is also the most troublesome thing for students for a long time. The cultivation of writing ability in the lower grades of primary schools should start with the training of reading pictures and writing, which is the initial training of writing and a good way to cultivate children's cognitive ability, thinking ability in images, imagination ability and expression ability. Recently, I am very confused about the teaching of composition by looking at pictures in junior grades. Although the purpose of the training of reading pictures and writing words is to let children observe the pictures in sequence, understand and express their meanings and write a fluent sentence, junior students have just stepped into the threshold of writing, and reading pictures and writing words is the focus and difficulty of junior writing. I took the time to check the relevant information and found that there are many skills.
7. How to teach first-year students to look at pictures and write? First, for pictures with beautiful scenery, such as those depicting spring, teachers should guide students to use the words they have learned: "Peach Blossoms and Willow Green", "Ying Ge Yanwu", "Birds sing and flowers smell", "Spring breeze blows gently, spring rain falls carefully" and so on. Second, teachers should pay attention to the order of drawing pictures, and guide students to observe them in an orderly manner if there are any. I ask the students to tell what the small animals are doing in turn from left to right, and then penetrate the accuracy of verbs, such as monkeys climbing bamboo poles, elephants rolling sticks with their noses, bears riding bicycles and dolphins heading the ball with their noses.
Other students also joined the imagination, saying that they competed with each other for their own specialties. A picture is full of content and vitality! In addition, when writing something, you should pay attention to the use of "first", "second", "then" and "last", which will be much clearer.
Third, if there are many things in a picture, students should be guided to use the writing method of "total-total". For such a picture, if there is a scene where students are working in the classroom, the teacher can guide the students to observe it in an orderly way, and then write it out in the form of total score. After school, the students on duty stay to clean the classroom, some clean the glass, some sweep the floor, some sprinkle water, and some wipe the board. Everyone works hard.