What are the teaching and learning methods of primary school Chinese?
Chinese teaching methods
(1) Reading methods (reading aloud, silent reading, reciting)
(2) Teaching methods (telling, explaining, commenting, lecturing, retelling, reading, practicing, storytelling);
(3) Dialogue methods (questions and answers, conversations, discussions, debates)
(4) Practical methods (observation, investigation, interview, visit, experiment, inspection, research, games, interactions, travel, internship, apprenticeship, practice, homework, etc.)
(5) Audio-visual education Methods (camera, slide projector, projector, tape recorder, radio, television, film, video camera, voice experiment, computer, network, multimedia)
(6) Research method (problem-solution; topic- Inquiry style; experiment-demonstration style)
(7) Self-study method (self-study-counseling style) (Lu Zhongheng, Wei Shusheng)
(8) Examples of other education and teaching methods:
1. Language sense teaching method (Hong Zhentao, Wang Shangwen)
2. Thinking teaching method
3. Emotional teaching method (Yu Yi)
4. Case teaching method (Genschein, Krafki)
5. Instruction teaching method (Cai Qingcheng)
6. Situational teaching method (Li Jilin)< /p>
7. Guided Reading Teaching Method (Qian Menglong)
8. Target Teaching Method (Bloom)
9. Feedback Teaching Method (Liu Xianguo)
p>10. Problem teaching method (Dewey, Machmudov)
11. Appreciation teaching method
12. Activity teaching method (Dewey)
< p> 13. Point-to-point teaching method14. Happy teaching method (Shanghai No.1 Normal School Affiliated Primary School, etc.)
15. Successful teaching method (Shanghai Zhabei No. 8 Middle School)
< p> 16. Holistic teaching method (Zha Youliang)17. Cooperative teaching method (Slavin of the United States, Amonashvili of the former Soviet Union)
18. Heuristic Teaching method ("Xue Ji", Bai's experimental teaching method) (Qiu Xuehua)
19. Design teaching method (Kerbokur)
20. Discovery teaching method (Bruner )
21. Innovative teaching methods (Osborne, Guilford, Tao Xingzhi)
22. Differentiated teaching methods (*** Building)
22. Unit teaching method
23. Comparative teaching method
24. Program teaching method (Plessy, Skinner)
25. Intuitive teaching method
26. Graphic teaching method (Wang Songquan)
27. Suggestion teaching method (Lozanov)
28. Competition teaching method (Luo Shugen)
29. Big Chinese teaching method (Zhang Xiaochun)
30. Non-directive teaching method (Rogers)
31. Mastery learning teaching method (Bloom )
32. Dalton teaching method (Burkehurst)
33. Meaningful learning teaching method (Ausubel)
34 ． Transfer Teaching Method (Ma Xinlan)
35. Try teaching method (Qiu Xuehua)
36. Study-guided teaching method (Xu Changchen)
What are the specific teaching and learning methods of primary school Chinese
New teaching method of primary school Chinese teaching
Dongguan Mayor An Dong'an School Ren Yidan
The fundamental purpose of Chinese teaching is to improve students' ability to "correctly understand and apply the language of the motherland" and at the same time promote the overall development of people. Today's Chinese language teaching focuses on understanding, that is, trivial analysis of articles, which results in misalignment of goals, offside requirements, and inadequate language learning. Therefore, based on reality, the intensity of learning Chinese should be shifted to the application link, and understanding can be promoted through application. To learn to use, we must pay attention to students' language practice activities, so that students can cultivate their language sense, learn to learn, develop good Chinese habits, and master basic Chinese learning methods in language practice activities.
The new Chinese teaching syllabus also emphasizes accumulation and application, pointing out that "Chinese is the most important communication tool." Students must gain true knowledge in their own language practice activities, in language communication with teachers, classmates, society, and family. development.
In order to allow students' language practice activities to operate flexibly in Chinese teaching, I have made attempts in the following aspects:
1. Flexible organization of teaching
Traditional Chinese teaching usually involves teaching one text after another. Inspired by Teacher Xue Fagen’s “chunk teaching”, I try to downplay the strict boundaries between texts in middle and high-grade Chinese teaching and adopt the “unit-wide teaching method.” The texts in each unit are organized together because they have certain similarities. Teachers can use these similarities to focus on language training. When teaching, treat a unit as a text and start from the whole. First, let students read through each text freely, and then let students preliminarily understand the content of the text they like, and raise questions in a targeted manner, and then combine it with the unit. The training focuses on organizing teaching, including word chunking, sentence chunking, paragraph chunking and writing style chunking, so that students can seek similarities and differences in various chunks, and gain internalization and accumulation. In this way, it not only improves the teaching speed and efficiency, but also increases the teacher's degree of freedom in handling teaching materials, reducing analysis and focusing on practice, so that students' language training can be fully implemented.
2. Well-designed questions
Einstein once said: "Raising a question is often more important than solving a problem." The famous Japanese teaching teacher Saito Yoshihiro even believes that teachers’ questions are “the life of teaching.” It can be seen how important "asking" is. But the teacher's questioning is an art. If the question is asked well, the students will want to say it and be able to speak it, thus achieving the purpose of understanding through application. Therefore, good questions should be asked in classroom teaching: First of all, the questions should be novel. The so-called "novel" means that teachers should be good at asking questions from a new perspective. Interested in seeking answers. For example, I often design in advance or randomly capture some controversial and challenging issues during teaching, so that they can understand and argue thoroughly. Secondly, the question must have capacity. The questions raised by teachers should give students room for free play and encourage students to answer the teacher's questions from multiple angles, channels, and levels. Such as one question with multiple solutions, one question with multiple exercises, one question with multiple discussions, etc. Design questions on this basis should be inspiring. Combining the key points and difficulties of teaching, we carefully guide students to "what to say" and guide students to actively explore, actively think and clarify "how to say".
3. Create situations skillfully
Teachers create situations according to the meaning of the text, allowing students to comprehend, memorize and taste the language in a realistic way through performances, demonstrations and other activities, so as to make the situation more vivid. The setting and language training are organically combined and integrated, achieving the purpose of "education through entertainment, fun without playing". In class, I often randomly capture or deliberately set up some situations so that students can learn to use language unintentionally. After learning "Ivy's Feet", let the students introduce themselves to the habits and characteristics of the ivy using the "I" tone. Once in class, a little sparrow suddenly crashed into the classroom and could not fly out no matter how hard it flew. Now, the students' eyes followed the sparrow as it moved up, down, and right. So, I stopped teaching and simply let them watch. Finally, the sparrow stayed in the class for five or six minutes and flew out of the window. The students also came to their senses, and I took advantage of the situation and made a free speech about how the sparrow flew into the classroom, how it flew in the classroom, and how it flew out of the classroom, as well as the students' performance, mood and opinions on the matter. , I found that several students who usually don’t talk much also have the desire to express themselves. After class, they also sent specific and vivid articles to me.
4. Create a relaxed atmosphere
Birds need a broad and high sky to fly high; students need a free and relaxed atmosphere to express themselves. Relevant research shows that students' thinking activities and emotional participation are closely connected. When students' emotions are in a positive state...
What are the teaching and learning methods of primary school Chinese
Teaching method, answering method (conversation method), demonstration method, situational method Teaching method, emotional teaching method, teacher-student interaction method, reading method. After teachers first prepare lessons and master the teaching material content (specific knowledge), they use oral language carriers in the classroom to impart knowledge to students in the way of teachers speaking and students listening. Lecture method.
On the basis of first mastering the knowledge content of the textbook, the teacher in the classroom asks questions orally, and the students answer the questions orally. The teacher asks questions or uses language to inspire and guide the students to master knowledge and improve their understanding. This method is called the answering method or the conversation method. On the basis of mastering the teaching purpose and teaching content, teachers use visual teaching aids such as wall charts, models, and physical objects to make students think through observation and master knowledge through demonstration activities and teacher's language guidance. This method is called the demonstration method. ①Teaching method, as far as the purpose of teaching method is concerned, teaching method is to achieve the purpose of cultivating qualified talents by completing teaching tasks that enable students to master knowledge and skills, develop intelligence and physical strength, and form a certain world view, moral quality and personality. method. ②Teaching method, as far as its means is concerned, its basic means is knowledge. Teaching is to use knowledge to arm students, and to promote students' all-round development while imparting knowledge to students. Specific education has specific regulations on the knowledge used, which is mainly reflected in specific teaching materials. ③The application of teaching methods targets students and is a method to promote the all-round development of students. ④The users and controllers of teaching methods include teachers and students. Because teaching activities are bilateral activities between teachers and students, teachers and students are both the main subjects of teaching activities. They are both users and controllers of teaching methods and have active roles. It is just that teachers play a leading role in the activities of using teaching methods, and students' mastery of learning methods is reflected in the way of learning by cooperating with the activities taught by teachers.
What are the methods of teaching and learning Chinese in junior middle schools?
Chinese learning is a process of improving Chinese quality and Chinese ability. Mainly in two aspects: read more and write more. Reading more is an effective way to improve reading comprehension skills. You should read more texts, as well as more classics, newspaper articles, celebrity biographies, etc. outside of class. Extracurricular reading can improve understanding, broaden your horizons, acquire new knowledge, improve writing skills, and provide lifelong benefits. Of course, you must first make full use of the text. Texts are silent teachers. In the process of reading the article, you should think about "what was written", "how it was written", and "why it was written like this". The text has reading tips and guidance, and there are some notes after the text. They can answer questions, help accumulate knowledge, improve reading comprehension, and are also a means of accumulating basic Chinese knowledge and composition materials. The teacher's explanation and analysis of the text in class can be used for reference. You can also have your own understanding and communicate with the teacher and classmates. Write more, and pay attention to practice writing every day, such as writing diary essays, recording the events of the day, recording what you saw and heard, and commenting on it. Of course, composition still pays attention to some "methods". Pay attention to some writing skills. For example, at the beginning of the article, go straight to the point and make it clear. Let the readers understand what you are writing at the beginning. The main part of the article must be written around the center, and it must be meaningful. This is the minimum requirement. At the end, emphasize the main idea one last time to deepen the reader's impression. In this way, the article is complete. The articles written will not be empty and dry, but eloquent and meaningful. As long as you insist on reading and writing more, you will definitely improve your Chinese ability and quality. In addition, attention should be paid to improving the reading level of classical Chinese. Classical Chinese proficiency is useful for college entrance exams. Chinese and Chinese language accounts for a lot of points in the high school entrance examination and college entrance examination papers. It is of great benefit to improve one's own quality (Chinese studies level, cultural level, writing level, etc.).
What are the main teaching and learning methods of primary school Chinese?
The first is to teach pinyin.
The second thing to teach is to learn pinyin and characters together to learn to write.
The third is to teach vocabulary, understand the meaning of words, and learn to speak.
Fourth, learn sentences and write sentences. What a parallel, a metaphor.
The fourth step is to learn short articles and write short articles.
What are the first-grade Chinese language methods?
① Be familiar with the new words in the text, take dictation, read pinyin and write Chinese characters to master the score
② Understand the text Content, check the notes and answers to questions at the back of the text, and make an impression. Pay attention to the general meaning and deep meaning of key texts, and observe them from another angle. In-class reading will definitely improve!
③ The texts that are required to be recited after class should not be memorized blindly. You should understand the content of the text, be familiar with the plot, and recite it in a comprehensible way. It is quick and not easy to forget. Follow the text content or the original sentences of the text. Fill in the points to get points
④ Preview before class and review after class. In preview before class, you should read through the article in order. For sentences or key words that you do not understand or do not understand, use a highlighter or other colored water. Write down the strokes and mark them. Ask the teacher for answers in class. Review after class. You should be able to dictate the new words after class. The unique meaning and general meaning of the text should be clearly remembered in your mind, and you should be able to remember the new words you don't know when you encounter them. Check the dictionary in time to understand clearly.
⑤ Review properly before the exam, straighten your thinking, memorize key texts or classical Chinese texts clearly, master new words, related words, rewrite, and modify wrong sentences. You need to practice a lot. The articles are prose and poetry. , expository text, should be clear, the summary should be short but clear, some sentences should be summarized with idioms or words, or the thoughts and feelings of the written sentences should be connected with the text. And practice more and expand your knowledge. Extracurricular reading mainly involves more practice and understanding. When writing, I mainly read a lot of books, and often memorize and excerpt some beautiful sentences, vivid metaphors and other rhetorical techniques in the books.
If you do these things well, there will basically be no big problems in primary school Chinese!