Necessary strategies for learning Chinese well
One of the strategies to learn Chinese well
First, the collection method
It is a way to accumulate and master words with the same characteristics.
1. Words with the same parts can be combined together, such as: everlasting, boundless, dark, etc. , all begin with the word "Tian".
2. Be able to put together words composed of antonyms, such as making a fuss and risking your life.
3. Be able to collect and accumulate overlapping words (aabb style we have learned), such as: mighty, reckless, vague, every household, etc.
Second, the solitaire method
It is a way to accumulate words by connecting the suffix of one word with the prefix of another word. Such as: aboveboard-similar-the same result-the whole work ... This method is also conducive to cultivating the interest in accumulating words and learning in the game, which is also one of the favorite games my mother and I play.
Using these methods can help us master and accumulate more words. Let's have a try!
The first is "ask what's next".
Actually, I'm not too smart. However, I like to ask the teacher any questions in class. Sometimes, when I don't understand the questions that all the students in the class know, the teacher will take the trouble to tell them again until I understand them. But sometimes the topic is simple, but I can't. I never ask my teacher. I go home and ask my sister. Anyway, until we figure it out.
The second is "self-confidence."
I am a very confident person. I usually meet an obstacle, but I never give in to it. No, I said to myself in my heart, "I must persist, and this question must have an answer." One minute, two minutes and half an hour passed, and the answer still didn't come out, but I didn't give up. Gradually, even if it comes out.
Introduction to learning Chinese well II
First, the system learning method
Only by systematic study can we lay a solid foundation of self-knowledge, form a relatively complete knowledge framework and form a closely linked and rapidly mobilized knowledge network, and then we can freely use knowledge and create innovation on this basis.
At present, our current Chinese textbooks for primary schools, junior high schools and senior high schools are a set of relatively systematic textbooks. Chinese learning must first learn, master and make good use of this set of teaching materials. This complete knowledge system needs our own efforts, teachers' guidance and classmates' discussion, and it takes a long time to master it well. The study of this system is the most important material for our whole Chinese study.
Secondly, the textbooks of other disciplines also have their own complete systems, and mastering the knowledge system of other disciplines is actually the material for Chinese learning. The materials of Chinese learning are all-inclusive, the extension of Chinese learning is equal to the extension of life, and the materials of Chinese learning are equal to the whole learning materials.
In addition, you can read some books systematically, so that you can have a complete and systematic understanding of a certain subject and a certain category. For example, read some books about history and philosophy systematically.
Only in this way can you have a profound Chinese foundation and profound cultural background for a long time. Reading, knowing everything; Writing, thinking, literary talent. You first have the consciousness and intention of systematic learning, and then you have the action of systematic learning to achieve your dream goal.
Second, a piecemeal approach
Chinese learning is a long-term accumulation process, which needs to be accumulated continuously in life and study. Therefore, you can use your spare time in life to study, see and remember a little; At the same time, accumulate some fragmentary knowledge and inadvertently build a tower of self-knowledge. Mr. Lu Xun is good at browsing, browsing all kinds of books, and accumulating useful knowledge anytime and anywhere. "Learning is difficult, but it is important to be diligent", "Many a mickle makes a mickle", and a small amount of accumulation will bring a qualitative leap. For the subject of Chinese literature, only the extensive accumulation of knowledge can improve the ability of Chinese listening, speaking, reading and writing; Only after studying for five years can you go to college.
People who are willing to live and learn Chinese can use piecemeal learning methods to make Chinese learning a very interesting thing. Learning is always a pleasure when people learn things casually according to their own interests.
Learn Chinese well 3
1. Pay attention to teaching materials and preview them in place.
After the senior high school entrance examination, there is a feeling that the scores of Chinese subjects are not well differentiated and there is little difference. Many people think it's useless to study textbooks repeatedly. Some people also hear that the college entrance examination language is mainly extracurricular, focusing on the transmission and application of knowledge. It's not important to learn textbooks well, and you don't need to devote yourself. As everyone knows, these ideas are naive. The textbook we are about to use embodies the necessary teaching objectives and plays a necessary guiding role in the college entrance examination. Although it does not represent all the materials of the topic, it is a model and a window. It is the key to learn the law of knowledge through this window, and it is difficult to improve the aesthetic taste through many pure and beautiful literary works. This really requires students to pay attention to it ideologically and ponder it in practice.
2. Accumulate and chew words.
From the first year of high school, I have achieved * * * knowledge. There are only two words in the learning method of liberal arts-accumulation. Chinese knowledge is extensive, and it is difficult to make a big breakthrough in a short time. It is impossible to extract and accumulate blindly, so we must be careful, repeat and remember. For example, if we want to understand simple classical Chinese smoothly, we must gradually accumulate knowledge about notional words and function words in classical Chinese in the long-term learning process, so as to have the ability to choose the meaning from several meanings of the same notional word or function word in the context. For example, in order to ensure the smooth implementation of Putonghua, the college entrance examination insists on examining Chinese pronunciation as the first question every year. Those polyphonic words and homophones, are you ready for the exam?
3. Use your mind and hands to complement each other.
The so-called thinking and practice means thinking and practicing more. Easy to think and willing to express. The new textbooks we use basically have two characteristics: first, the editing concept selected as textbooks is relatively advanced, moral preaching is relatively reduced, and humanistic factors are relatively increased; Second, in addition to textbooks, there are also books, which are read a lot. It can be seen that the extension of Chinese learning equals the extension of life. Students should not be the protagonists of photocopiers, but should have their own way of thinking, pay attention to events with a strong sense of the times in daily life, and extensively dabble in famous works, so that listening, speaking, reading and writing can be brought to the extreme, and the orientation of Chinese subject should be emphasized on foundation, skills and application.
How to improve Chinese performance
Chinese learning lies in the usual accumulation. Learning Chinese requires reading more and remembering more, which is a process of qualitative change caused by quantitative change. Secondly, you should learn to understand and feel, and study taste of china's language and writing with your heart. Then improve your writing ability, practice writing more, and finally improve your oral expression ability.
The four basic abilities of learning Chinese are listening, speaking, reading and writing, and listening and reading are the starting points for learning Chinese well. Students with poor Chinese ability can read more Chinese-related materials, such as composition materials, stories and novels. Expand your reading range and recite more good sentences and paragraphs. Chinese words and basic knowledge lie in accumulation. Don't worry if you don't improve your grades in a short time. Keep at it, and you will be suddenly enlightened.
Do not learn Chinese by rote. You can't do the right problem by memorizing it. Understanding it is the most important thing. Every word and idiom should be memorized on the basis of understanding in order to get twice the result with half the effort. Especially reading topics, we must learn to understand and summarize.
As for writing, it is also an essential ability to learn Chinese. Chinese composition accounts for a large proportion in the score, so you can't ignore writing when you study Chinese. You can imitate writing first, recite or rewrite classic paragraphs more, and then modify them after writing, or ask the teacher for advice.
The ultimate goal of learning Chinese is to improve one's comprehensive quality. Oral expression ability and writing ability are two very important aspects. Speaking and writing is the ultimate goal of learning Chinese. If you write well, you can improve your paper score. If you speak well, you can become an easy person, so you should practice more.
The importance of learning Chinese
Chinese plays an important role in various disciplines, especially in life and work. However, in teaching, I found that some students, the longer they study, the lower their enthusiasm for Chinese learning, especially in junior high school, they despise Chinese learning and show all kinds of negative psychology. At present, combined with years of Chinese teaching practice, I have made some analysis on students' negative psychology in learning Chinese and its causes, and tried to find a solution to the problem.
First, performance.
1, ignoring language
Students who ignore Chinese are indifferent to Chinese learning, and often listen if they want to, and don't listen if they don't want to. Do your homework all the time, not all the time, even if you want to do it, or if you don't want to do it, don't do it. Students with good personality and good basic Chinese skills think that they have learned Chinese well in the past, so they can let it go first, and then rush into battle. Therefore, Chinese was put into the "cold palace" by them. They think that Chinese can be learned, but not learned. It is precisely because they study hard that they can't get such high scores in mathematics and physics in the senior high school entrance examination. If you don't study hard, your grades won't be much lower.
2. Deal with teachers and balance yourself.
Under the pressure of exams and teachers, these students are more interested in Chinese than indifferent students, but they just cope. They have no clear learning goals and plans, but are satisfied with attending classes and finishing the written homework assigned by the teacher after class. As soon as the teacher asked, they had an answer of "I studied hard". When you ask yourself, you can also comfort yourself with "I have worked hard". They never think about the problems in their study, never systematically sum up what they have learned, let alone read some extra-curricular books, and their study is always in a passive state.
3. Worried about anxiety but at a loss.
This kind of students fully realize the importance of learning Chinese. However, due to poor basic skills and improper learning methods, although they have made necessary efforts in Chinese learning, their test scores have not improved or even regressed. Therefore, they lose confidence in learning Chinese, are afraid of taking Chinese classes, are afraid of contacting Chinese books, and are worried about whether they can learn Chinese well. As the exam approaches, I feel extremely nervous; During the exam, I can't concentrate, my perception range is narrowed, my thinking is rigid, my mood is flustered, I always worry about failure, I imagine the situation after failure, and I can't play my normal level. After several cycles, they feel helpless and don't know what to do.
4. opportunism
Some students are not bad at learning Chinese, nor are they ignorant of the importance of Chinese. Instead, they think that junior high school Chinese does not take textbooks, and all the questions come from outside the classroom. They are opportunistic and engage in sea tactics. They do a set of materials one day and a set of questions tomorrow, trying to "touch" the questions in the senior high school entrance examination, turning a deaf ear to the teacher's request to stick to textbooks, read more articles and cultivate a sense of language. There are also some students who don't do problems. They hold the psychology of "I am smart" and "I am lucky" until the examination room is "outstanding". These are the most typical opportunists.
Second, the reason
1, cognitive bias
Some students can't correctly understand the characteristics of Chinese subject. The goal of Chinese teaching is to cultivate students' listening, speaking, reading and writing potential. The promotion of these potentials requires us to accumulate words one by one, read articles one by one, practice oral English again and again, and write fragments one by one. Just like building a house, you have to build a stone, a brick, a little cement, a tile, a nail and a piece of wood bit by bit. It's not too much trouble. However, some students don't fully understand the characteristics of Chinese subject, and think that listening in class and doing exercises after class can improve it. They never pay attention to observing life, never read extracurricular books and never write articles. With this understanding, the effect of learning Chinese can be imagined. Some students are so utilitarian that once their efforts have no effect, they immediately retreat, break the jar and break the fall, and give up on themselves. But they don't know that once they put aside Chinese and don't learn, or they can't study persistently, they will soon go backwards. The so-called "sailing against the current, if you don't advance, you will retreat" is the truth. Some students can't understand the relationship between in-class and out-of-class. In recent years, in order to facilitate the potential test of candidates and select talents, almost all the materials for the senior high school entrance examination are taken out of class, and some teachers and students have the illusion that the teaching materials have no effect on the senior high school entrance examination. Therefore, students who are already speculative love the review materials, but put the Chinese textbooks on the shelf. As we all know, "textbook as an example" (in the words of Mr. Ye Shengtao), the relationship between test questions and textbooks is the relationship between "flow" and "source". As the saying goes, "the topic is outside the classroom, and the answer is inside the classroom".
2. Students' self-regulation potential is not strong.
There are many factors for students to be partial to subjects. When I entered junior high school, I found that I was partial to science and valued science over liberal arts, mainly because of the high transparency of science topics, standardized answers and strong sense of accomplishment, while the low transparency of liberal arts topics and vague answers made me doubt whether it was right or wrong. Personality is a writing topic, sometimes it is written by racking one's brains. I think it's quite good, and I often fail the teacher's evaluation because of digression and other reasons. It is better to solve science problems than to be so thankless. "Solving a problem is more exciting and more exciting." Even students who love liberal arts prefer to spend time on politics and history. It is precisely because of the low investment and quick results in these subjects that some students who were originally interested in Chinese and learned Chinese well lost their enthusiasm for Chinese learning. In addition, in the examination review stage, teachers in all subjects feel that the class hours are tight and the tasks are heavy. They often squeeze students' spare time by distributing materials and doing homework. It's really "endless homework rustling, endless material rolling in." Students are busy finishing these written assignments that need to be handed in after class, and unconsciously throw away the "soft assignments" that don't need to be handed in, such as "read more Chinese".
Third, control measures
1, change the goal of Chinese teaching into the main needs of students. Psychological research has proved that human needs can produce purpose, purpose can promote action, and action can optimize mentality. The reason why junior high school students have all kinds of negative psychology about learning Chinese is largely because some students think that their accumulated knowledge is enough, "I don't need to learn". If they can find the "hole" in knowledge by themselves and have the psychology of "I want to learn, I want to learn", they can put it into action. The author once did an experiment among students to let them analyze, refine and accumulate composition materials in textbooks. Divide the class into six groups. A group is responsible for a text unit and reader information. Each group appoints a team leader. The group leader is responsible for distributing the important texts of this unit to everyone. Then collect and sort out the information and carry out processing, such as modification and binding. After the preparatory work is done, organize communication in class. Finally, the teacher collected it and bound it into a book as a student project. In this way, people who didn't pay enough attention to textbooks before understand the value of textbooks; People who feel that there is nothing to write in the composition have also gained a lot. Therefore, they no longer look down on textbooks. Since then, some students have consciously combed all the knowledge and materials in the textbook. They no longer think textbooks are useless. Therefore, teachers should be good at translating teaching objectives into students' needs, because students are the main body of learning, and without the intention and initiative of the main body, the effect will certainly not be ideal.
2. Break down the big goals and let students feel the joy of success. As the saying goes, "confidence is a successful boat". Self-confidence is an important psychological factor for people to complete any work. An easy job that is very common in life often fails only because of lack of sufficient self-confidence. Self-confidence is more important for junior high school students. Students have frequent exams and great mood swings. Once you have two exams in any subject, you will give up on yourself immediately. At this time, it is very necessary to help them build up confidence and improve their self-concept as learners. Might as well engage in some small projects to win prizes and praise and reward them in time. It is precisely because the teacher's "praise and reward" represents an "authoritative" recognition that it can greatly satisfy students' self-esteem and enable students to. When students study Chinese, they are most afraid of writing, reading modern literature and appreciating poetry. At the beginning of the review stage of poetry appreciation, I adopted the decomposition teaching method: understanding the common sense of poetry-appreciating poetry images-instilling poetry expression methods and skills, training the steps of answering questions-tasting poetry language-and finally, everyone handed in a short essay on poetry appreciation skills. After several weeks of training, the students feel that "poetry appreciation is so much, there is nothing to be afraid of". However, there is a common phenomenon worthy of attention-their reading is limited and their appreciation level is too low. What needs to be emphasized is to do more exercises. Otherwise, the theory can't guide their practice well-appreciate poetry accurately, which is the real difficulty. But anyway, through decomposition,
Work has eliminated most students' fears, which is still effective. Psychological research has also proved that "reward can improve the learning effect, at least it will not reduce its effect" and "reward is an instinctive pursuit of human beings". In this way, students will have a sense of gain and accomplishment in the learning stage, taste the sweetness of learning, and their appetite for learning Chinese will be greatly increased.
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