Classroom teaching is the most important and difficult link in teaching reform. Work hard in preparation for exams, teaching, reform, guidance, examination, analysis and other teaching links, increase the intensity of work, and conscientiously do a good job in the training of outstanding students and the guidance of academic competitions. In terms of teaching methods, different teaching designs are carried out for different topics, and training is carried out in different levels and categories. In preview, classroom activities, after-class exercises and tests, students are encouraged to participate wholeheartedly around interesting learning, learning and re-learning. Let students develop vividly in participation and actively participate in development. In short, under the principle of knowing that teaching is an art, we pursue the concept of "teaching has laws, teaching cannot, and teaching must have laws".
The text of this volume consists of six units: introduction, text, reading and writing examples and accumulation and application (reading attentively, reading, oral communication, exercises and practical activities). There are six selected articles at the end of the book. This book requires learning 80 words, and the words required for each lesson are arranged in boxes.
1, knowledge
(1) With the help of Chinese Pinyin, he can write 80 words, understand the meaning of words in the language environment and write correctly.
(2) Recite the assigned texts and their favorite paragraphs.
(3) Recite more than 20 excellent poems, and read no less than 6.5438+0.5 million words after class (complete 30 extracurricular readings).
(4) Learn to browse, get a preliminary understanding of how to find and use information, collect relevant information as needed, and classify it according to certain standards.
(5) Learn to write regular script with pen and brush, with neat lines and a certain speed.
(6) Learn to write simple notes, imaginary compositions, simple reading notes and things about yourself.
(7) Learn some reading and writing methods in reading: expand association and imagination to express; Understand the role of keywords in expression and expression; Environmental description and psychological description; When reading the text, you can connect with reality and think deeply; Understand profound sentences; Keep studying and read the text at a faster speed.
(8) Learn to modify your homework by yourself.
2. Skills
(1) can use dictionaries and dictionaries to read, and has certain independent literacy ability.
(2) Can write regular script with pen, with neat lines and a certain speed. I can write regular script with a brush and experience the beauty of Chinese characters.
(3) Be able to read the text correctly, fluently and emotionally in Mandarin.
(4) Learn to read the text at a faster speed and grasp the main idea of the article.
(5) Being able to relate the context and one's own accumulation and experience the profound sentences in the text; Experience the role of keywords in expression and expression.
(6) In reading, you can try to figure out the narrative order of the article, understand the author's thoughts and feelings, and initially understand the basic expression methods.
(7) Be able to read poems, master reading methods and understand the linguistic features of poems.
(8) Be willing to participate in discussions, dare to express their opinions, put forward their own opinions and make their own judgments.
(9) Can write simple notes, imaginary compositions, and feelings after reading, with specific content and true feelings. Be able to modify your own exercises and write neatly.
(10) In the comprehensive learning activities, I can summarize my primary school life and growth footprint by knowing myself, reading newspapers, reading books and interviewing, and I can write a simple summary of learning activities.
3. Emotional attitudes and values
Cultivate the emotion of loving the language and writing of the motherland, make students have a strong interest in learning Chinese characters, and let them be educated in loving the motherland, socialism and hometown, and in serving the people and selfless dedication; Enhance environmental awareness and cultivate interest in beauty; Cultivate students to explore actively, unite and cooperate, love science, dare to practice and innovate; While cultivating the ability of planning, organizing, coordinating and implementing, it is necessary to improve students' comprehensive ability to use Chinese.
Step 4 study habits
(1) Develop a good habit of previewing, reviewing, finishing homework carefully, and collecting and accumulating information as needed.
(2) Get into the habit of thinking clearly before writing and revising carefully after writing.
(3) Develop the habit of listening attentively, thinking seriously, answering questions actively and asking questions boldly.
(4) Develop the habit of reading books and newspapers after class. The total amount of extracurricular reading is not less than10.5 million words. Write reading notes after reading.
(5) Develop a good writing style of truthful expression.
Four, the focus and difficulty of teaching
1. Key points: Learn to write simple notes, imaginary compositions, simple reading notes and things about yourself. Learn some reading and writing methods in reading: expand association and imagination to express; Understand the role of keywords in expression and expression; Environmental description and psychological description; When reading the text, you can connect with reality and think deeply; Understand profound sentences; Keep studying and read the text at a faster speed. In reading, we can try to figure out the narrative order of the article, understand the author's thoughts and feelings, and initially understand the basic expression methods.
2. Difficulties: Learn to read the text at a faster speed and grasp the main idea of the article. Be able to read poems, master reading methods initially, and understand the language characteristics of poems. In the comprehensive learning activities, through knowing yourself, reading newspapers, reading books and interviewing, summarize your primary school life and growth footprint, and write a simple summary of learning activities.
Problems needing attention in teaching
1, we should fully understand what problems students may have in Chinese learning.
(1) The interest in Chinese learning began to weaken, and the enthusiasm for Chinese classes, extracurricular reading and Chinese activities was not high;
(2) The basic knowledge is not solid enough, and there are many written language problems;
(3) Some students lack oral expression ability, are timid and rarely speak in public.
2. Teachers should constantly reflect and summarize their own teaching.
What are the above problems in students' teaching? What are the students' personal problems?
How to set learning goals according to students' actual situation, not according to curriculum standards or teaching reference?
Pay attention to the trend of graduation evaluation in this region. What teaching contents need to be supplemented appropriately?
After the Chinese study last semester, what degree do I intend to help students achieve in Chinese literacy?
What are the characteristics of Chinese teaching in junior high school? How should we transition?
3. Pay attention to the transition and convergence of Chinese teaching from primary school to junior high school.
A. the reasons for the "fault" in primary and secondary school teaching.
(1) textbook factors
The current Chinese textbooks for primary schools are generally short in material selection and lack of knowledge points. The teacher requires students to learn by rote and understand at a shallow level. However, middle school Chinese textbooks have long texts, deep contents and many knowledge points. Not only does each unit have training points, but each class also has its own difficulties and emphases. In addition to a lot of rote memorization, knowledge points pay more attention to analysis and understanding, generalization and abstraction. Faced with the different requirements of teaching materials, students will inevitably find it difficult to adapt. In addition, some publishing houses only compile primary school textbooks without junior high school textbooks, and other versions of textbooks used by junior high school students objectively cause problems in the connection of primary school textbooks.
(2) Teaching factors
Primary school teachers are generally slow in giving lectures and have small classroom capacity. Teachers often talk and practice what they want to master, and try to ensure that every student can pass every knowledge point. In middle school, due to the large capacity of teaching materials and tight class hours, teachers usually give lectures at a faster speed, and a lot of knowledge can only be stopped at a glance without giving detailed guidance to each student, which requires students to consciously learn to learn independently. Many students can't adapt to the change of teachers' teaching methods quickly, and naturally find it difficult to learn.
B. the relationship between the concept of curriculum standards and learning objectives.
What standards should our primary school students achieve in Chinese learning? What are the specific requirements? What are the key points of Chinese teaching in primary and secondary schools? How to lay a good foundation for junior middle school Chinese in primary school Chinese? I'm afraid these problems must be solved in cohesion research. The Chinese Curriculum Standard (Experimental Draft) provides us with a basis.
Curriculum standards include knowledge and ability, process and method, emotional attitude and values, and four learning periods: 1~2 grade, 3~4 grade, 5~6 grade, 7~8 grade, literacy and writing, reading and writing. From the "reading" part of "Grade 5~6" and "Grade 7~9" of the curriculum standards, how can senior primary school teachers make a better transition to junior high school through understanding and grasping the curriculum standards?
(1) Reading Style Cohesion
The focus of reading aloud is that the content of reading aloud extends from the text to various reading materials; The focus of silent reading is to gradually improve the speed of silent reading; The focus of skimming and browsing lies in expanding the reading range and expanding one's horizons from the initial study to the skillful use of these two methods; In other information channels, we should learn to use libraries and networks to collect the information and materials we need.
(2) the connection point of reading ability training
The key point is from trying to figure out the expression order of the article to clarifying the thinking, appreciating and pondering the meaning and function of important words in the language environment; From understanding the author's thoughts and feelings to having one's own experience of the content and expression of the text, one can put forward one's own views and questions, and discuss difficult problems in a cooperative way. From the initial understanding of the basic expressions of the article to the understanding of narrative, description, explanation, discussion, lyricism and other expressions. According to different styles, the focus is on the expansion of reading range, from narrative and explanatory articles to reading literary works, scientific and technological works, simple argumentative articles and simple and memorable classical Chinese. The requirement of reading pays more attention to cultivating students' subjective consciousness of independent reading and mutual communication, and pays more attention to the humanistic influence of reading practice on students.
(3) the cohesion of emotions, attitudes, values and habits
Advocate students to read independently, and cultivate students' noble sentiments, scientific thinking and sound character through extensive reading accumulation.
The above is just a comparative analysis of the key points of reading teaching. For other aspects, it is equally important to study the curriculum standards carefully and find out the key points of the convergence between primary and secondary school teaching objectives. On the basis of a careful analysis of the requirements of Curriculum Standards, Chinese teachers in senior grades of primary schools should "look forward and look back" in their teaching. In addition to achieving the goals of the third period, they should also make corresponding preparations for achieving the goals of the fourth period, not only to pass the customs in this period, but also to make a good connection for the transition to a higher period.
C. pay attention to learning junior high school Chinese textbooks.
It is suggested that senior primary school teachers should read junior high school textbooks while carefully studying the textbooks of this period, master the connection and difference between junior high school and primary school Chinese textbooks, find the connection point of Chinese teaching in primary and secondary schools, and handle the connection work of Chinese teaching in primary and secondary schools well.
D. pay attention to the connection of teaching methods.
Whether it is the concept of curriculum standards or the content of teaching materials, the real connection should be implemented in teachers' teaching practice. As mentioned above, the difference of teaching methods is an important factor that leads to the disconnection of Chinese teaching in primary and secondary schools. Chinese teachers in primary schools should pay attention to the characteristics of physical and mental development of primary and secondary school students, as well as the characteristics of different students learning Chinese, and make a targeted transition to middle schools in teaching methods according to students' reality.
Ye Shengtao once said: "All good attitudes and good methods must become habits. Only a good attitude that has become a habit can be used anytime and anywhere, as if it is instinct and will be used for a lifetime. " Because many students don't have good Chinese learning methods and habits, after entering junior high school, they will be unable to learn in the face of numerous subjects and heavy courses.
Teachers should consciously and step by step teach students a set of effective Chinese learning methods, such as how to collect materials before class, how to read different types of articles, how to sort out and summarize knowledge, and how to transfer and use the learned methods. Only by mastering these methods step by step can students' Chinese ability be effectively improved.
In terms of habits, teachers should help students develop good Chinese learning habits in various ways, including: actively collecting information before class and consciously reviewing after class; Think positively in class and take notes diligently; Always consult reference books when reading; Take notes while reading, and don't read without moving pen and ink; Read books and newspapers after class; Accumulate useful knowledge at any time; The handwriting is neat and standard, and the signature format is correct; Proactively correct mistakes; Diligent in writing, accustomed to revision and willing to communicate. The power of habit is enormous. If students can form a good habit of learning Chinese in primary school, they can adapt to heavy and fast-paced learning more quickly after entering middle school.
E. fill the gap, strengthen the review in primary school and consolidate the basic knowledge.
Literacy and vocabulary learning have always been important tasks in primary school, while Chinese learning in middle school requires mastering a certain Chinese knowledge system and emphasizing the systematization of knowledge. After entering junior high school, many students have exposed problems of poor foundation, such as inaccurate pinyin, incorrect stroke order, many typos, frequent sick sentences and so on. The reason is not that the basic knowledge is not well mastered in the lower grades, but that in the upper grades of primary schools, there is little training in this respect in textbooks, and teachers often ignore the guidance and training of relevant content, resulting in the phenomenon of students' "rebirth". In this regard, senior Chinese teachers should strive to lay a solid foundation for students while achieving the goal of cost-saving teaching. The study of basic knowledge such as pinyin, strokes, stroke order rules and dictionary lookup can not be ignored, and should be continuously strengthened. On the basis of strict training and high efficiency, let students master basic knowledge and skills with high quality and send students with solid foundation to middle schools.
F Make psychological preparations for students to enter junior high school, and help students to eliminate the problems that need to be paid attention to when learning Chinese teaching after entering middle school.
1, we should fully understand what problems students may have in Chinese learning.
(1) The interest in Chinese learning began to weaken, and the enthusiasm for Chinese classes, extracurricular reading and Chinese activities was not high;
(2) The basic knowledge is not solid enough, and there are many written language problems;
(3) Some students lack oral expression ability, are timid and rarely speak in public.
2. Teachers should constantly reflect and summarize their own teaching.
What are the above problems in students' teaching? What are the students' personal problems?
How to set learning goals according to students' actual situation, not according to curriculum standards or teaching reference?
Pay attention to the trend of graduation evaluation in this region. What teaching contents need to be supplemented appropriately?
After the Chinese study last semester, what degree do I intend to help students achieve in Chinese literacy?
What are the characteristics of Chinese teaching in junior high school? How should we transition?
3. Pay attention to the transition and convergence of Chinese teaching from primary school to junior high school.
A. the reasons for the "fault" in primary and secondary school teaching.
(1) textbook factors
The current Chinese textbooks for primary schools are generally short in material selection and lack of knowledge points. The teacher requires students to learn by rote and understand at a shallow level. However, middle school Chinese textbooks have long texts, deep contents and many knowledge points. Not only does each unit have training points, but each class also has its own difficulties and emphases. In addition to a lot of rote memorization, knowledge points pay more attention to analysis and understanding, generalization and abstraction. Faced with the different requirements of teaching materials, students will inevitably find it difficult to adapt. In addition, some publishing houses only compile primary school textbooks without junior high school textbooks, and other versions of textbooks used by junior high school students objectively cause problems in the connection of primary school textbooks.
(2) Teaching factors
Primary school teachers are generally slow in giving lectures and have small classroom capacity. Teachers often talk and practice what they want to master, and try to ensure that every student can pass every knowledge point. In middle school, due to the large capacity of teaching materials and tight class hours, teachers usually give lectures at a faster speed, and a lot of knowledge can only be stopped at a glance without giving detailed guidance to each student, which requires students to consciously learn to learn independently. Many students can't adapt to the change of teachers' teaching methods quickly, and naturally find it difficult to learn.
B. the relationship between the concept of curriculum standards and learning objectives.
What standards should our primary school students achieve in Chinese learning? What are the specific requirements? What are the key points of Chinese teaching in primary and secondary schools? How to lay a good foundation for junior middle school Chinese in primary school Chinese? I'm afraid these problems must be solved in cohesion research. The Chinese Curriculum Standard (Experimental Draft) provides us with a basis.
Curriculum standards include knowledge and ability, process and method, emotional attitude and values, and four learning periods: 1~2 grade, 3~4 grade, 5~6 grade, 7~8 grade, literacy and writing, reading and writing. From the "reading" part of "Grade 5~6" and "Grade 7~9" of the curriculum standards, how can senior primary school teachers make a better transition to junior high school through understanding and grasping the curriculum standards?
(1) Reading Style Cohesion
The focus of reading aloud is that the content of reading aloud extends from the text to various reading materials; The focus of silent reading is to gradually improve the speed of silent reading; The focus of skimming and browsing lies in expanding the reading range and expanding one's horizons from the initial study to the skillful use of these two methods; In other information channels, we should learn to use libraries and networks to collect the information and materials we need.
(2) the connection point of reading ability training
The key point is from trying to figure out the expression order of the article to clarifying the thinking, appreciating and pondering the meaning and function of important words in the language environment; From understanding the author's thoughts and feelings to having one's own experience of the content and expression of the text, one can put forward one's own views and questions, and discuss difficult problems in a cooperative way. From the initial understanding of the basic expressions of the article to the understanding of narrative, description, explanation, discussion, lyricism and other expressions. According to different styles, the focus is on the expansion of reading range, from narrative and explanatory articles to reading literary works, scientific and technological works, simple argumentative articles and simple and memorable classical Chinese. The requirement of reading pays more attention to cultivating students' subjective consciousness of independent reading and mutual communication, and pays more attention to the humanistic influence of reading practice on students.
(3) the cohesion of emotions, attitudes, values and habits
Advocate students to read independently, and cultivate students' noble sentiments, scientific thinking and sound character through extensive reading accumulation.
The above is just a comparative analysis of the key points of reading teaching. For other aspects, it is equally important to study the curriculum standards carefully and find out the key points of the convergence between primary and secondary school teaching objectives. On the basis of a careful analysis of the requirements of Curriculum Standards, Chinese teachers in senior grades of primary schools should "look forward and look back" in their teaching. In addition to achieving the goals of the third period, they should also make corresponding preparations for achieving the goals of the fourth period, not only to pass the customs in this period, but also to make a good connection for the transition to a higher period.
C. pay attention to learning junior high school Chinese textbooks.
It is suggested that senior primary school teachers should read junior high school textbooks while carefully studying the textbooks of this period, master the connection and difference between junior high school and primary school Chinese textbooks, find the connection point of Chinese teaching in primary and secondary schools, and handle the connection work of Chinese teaching in primary and secondary schools well.
D. pay attention to the connection of teaching methods.
Whether it is the concept of curriculum standards or the content of teaching materials, the real connection should be implemented in teachers' teaching practice. As mentioned above, the difference of teaching methods is an important factor that leads to the disconnection of Chinese teaching in primary and secondary schools. Chinese teachers in primary schools should pay attention to the characteristics of physical and mental development of primary and secondary school students, as well as the characteristics of different students learning Chinese, and make a targeted transition to middle schools in teaching methods according to students' reality.
Ye Shengtao once said: "All good attitudes and good methods must become habits. Only a good attitude that has become a habit can be used anytime and anywhere, as if it is instinct and will be used for a lifetime. " Because many students don't have good Chinese learning methods and habits, after entering junior high school, they will be unable to learn in the face of numerous subjects and heavy courses.
Teachers should consciously and step by step teach students a set of effective Chinese learning methods, such as how to collect materials before class, how to read different types of articles, how to sort out and summarize knowledge, and how to transfer and use the learned methods. Only by mastering these methods step by step can students' Chinese ability be effectively improved.
In terms of habits, teachers should help students develop good Chinese learning habits in various ways, including: actively collecting information before class and consciously reviewing after class; Think positively in class and take notes diligently; Always consult reference books when reading; Take notes while reading, and don't read without moving pen and ink; Read books and newspapers after class; Accumulate useful knowledge at any time; The handwriting is neat and standard, and the signature format is correct; Proactively correct mistakes; Diligent in writing, accustomed to revision and willing to communicate. The power of habit is enormous. If students can form a good habit of learning Chinese in primary school, they can adapt to heavy and fast-paced learning more quickly after entering middle school.
E. fill the gap, strengthen the review in primary school and consolidate the basic knowledge.
Literacy and vocabulary learning have always been important tasks in primary school, while Chinese learning in middle school requires mastering a certain Chinese knowledge system and emphasizing the systematization of knowledge. After entering junior high school, many students have exposed problems of poor foundation, such as inaccurate pinyin, incorrect stroke order, many typos, frequent sick sentences and so on. The reason is not that the basic knowledge is not well mastered in the lower grades, but that in the upper grades of primary schools, there is little training in this respect in textbooks, and teachers often ignore the guidance and training of relevant content, resulting in the phenomenon of students' "rebirth". In this regard, senior Chinese teachers should strive to lay a solid foundation for students while achieving the goal of cost-saving teaching. The study of basic knowledge such as pinyin, strokes, stroke order rules and dictionary lookup can not be ignored, and should be continuously strengthened. On the basis of strict training and high efficiency, let students master basic knowledge and skills with high quality and send students with solid foundation to middle schools.
F Make psychological preparations for students to enter junior high school, and help students to eliminate the problems that need to be paid attention to when learning Chinese teaching after entering middle school.
1, we should fully understand what problems students may have in Chinese learning.
(1) The interest in Chinese learning began to weaken, and the enthusiasm for Chinese classes, extracurricular reading and Chinese activities was not high;
(2) The basic knowledge is not solid enough, and there are many written language problems;
(3) Some students lack oral expression ability, are timid and rarely speak in public.
2. Teachers should constantly reflect and summarize their own teaching.
What are the above problems in students' teaching? What are the students' personal problems?
How to set learning goals according to students' actual situation, not according to curriculum standards or teaching reference?
Pay attention to the trend of graduation evaluation in this region. What teaching contents need to be supplemented appropriately?
After the Chinese study last semester, what degree do I intend to help students achieve in Chinese literacy?
What are the characteristics of Chinese teaching in junior high school? How should we transition?
3. Pay attention to the transition and convergence of Chinese teaching from primary school to junior high school.
A. the reasons for the "fault" in primary and secondary school teaching.
(1) textbook factors
The current Chinese textbooks for primary schools are generally short in material selection and lack of knowledge points. The teacher requires students to learn by rote and understand at a shallow level. However, middle school Chinese textbooks have long texts, deep contents and many knowledge points. Not only does each unit have training points, but each class also has its own difficulties and emphases. In addition to a lot of rote memorization, knowledge points pay more attention to analysis and understanding, generalization and abstraction. Faced with the different requirements of teaching materials, students will inevitably find it difficult to adapt. In addition, some publishing houses only compile primary school textbooks without junior high school textbooks, and other versions of textbooks used by junior high school students objectively cause problems in the connection of primary school textbooks.
(2) Teaching factors
Primary school teachers are generally slow in giving lectures and have small classroom capacity. Teachers often talk and practice what they want to master, and try to ensure that every student can pass every knowledge point. In middle school, due to the large capacity of teaching materials and tight class hours, teachers usually give lectures at a faster speed, and a lot of knowledge can only be stopped at a glance without giving detailed guidance to each student, which requires students to consciously learn to learn independently. Many students can't adapt to the change of teachers' teaching methods quickly, and naturally find it difficult to learn.
B. the relationship between the concept of curriculum standards and learning objectives.
What standards should our primary school students achieve in Chinese learning? What are the specific requirements? What are the key points of Chinese teaching in primary and secondary schools? How to lay a good foundation for junior middle school Chinese in primary school Chinese? I'm afraid these problems must be solved in cohesion research. The Chinese Curriculum Standard (Experimental Draft) provides us with a basis.
Curriculum standards include knowledge and ability, process and method, emotional attitude and values, and four learning periods: 1~2 grade, 3~4 grade, 5~6 grade, 7~8 grade, literacy and writing, reading and writing. From the "reading" part of "Grade 5~6" and "Grade 7~9" of the curriculum standards, how can senior primary school teachers make a better transition to junior high school through understanding and grasping the curriculum standards?
(1) Reading Style Cohesion
The focus of reading aloud is that the content of reading aloud extends from the text to various reading materials; The focus of silent reading is to gradually improve the speed of silent reading; The focus of skimming and browsing lies in expanding the reading range and expanding one's horizons from the initial study to the skillful use of these two methods; In other information channels, we should learn to use libraries and networks to collect the information and materials we need.
(2) the connection point of reading ability training
The key point is from trying to figure out the expression order of the article to clarifying the thinking, appreciating and pondering the meaning and function of important words in the language environment; From understanding the author's thoughts and feelings to having one's own experience of the content and expression of the text, one can put forward one's own views and questions, and discuss difficult problems in a cooperative way. From the initial understanding of the basic expressions of the article to the understanding of narrative, description, explanation, discussion, lyricism and other expressions. According to different styles, the focus is on the expansion of reading range, from narrative and explanatory articles to reading literary works, scientific and technological works, simple argumentative articles and simple and memorable classical Chinese. The requirement of reading pays more attention to cultivating students' subjective consciousness of independent reading and mutual communication, and pays more attention to the humanistic influence of reading practice on students.
(3) the cohesion of emotions, attitudes, values and habits
Advocate students to read independently, and cultivate students' noble sentiments, scientific thinking and sound character through extensive reading accumulation.
The above is just a comparative analysis of the key points of reading teaching. For other aspects, it is equally important to study the curriculum standards carefully and find out the key points of the convergence between primary and secondary school teaching objectives. On the basis of a careful analysis of the requirements of Curriculum Standards, Chinese teachers in senior grades of primary schools should "look forward and look back" in their teaching. In addition to achieving the goals of the third period, they should also make corresponding preparations for achieving the goals of the fourth period, not only to pass the customs in this period, but also to make a good connection for the transition to a higher period.
C. pay attention to learning junior high school Chinese textbooks.
It is suggested that senior primary school teachers should read junior high school textbooks while carefully studying the textbooks of this period, master the connection and difference between junior high school and primary school Chinese textbooks, find the connection point of Chinese teaching in primary and secondary schools, and handle the connection work of Chinese teaching in primary and secondary schools well.
D. pay attention to the connection of teaching methods.
Whether it is the concept of curriculum standards or the content of teaching materials, the real connection should be implemented in teachers' teaching practice. As mentioned above, the difference of teaching methods is an important factor that leads to the disconnection of Chinese teaching in primary and secondary schools. Chinese teachers in primary schools should pay attention to the characteristics of physical and mental development of primary and secondary school students, as well as the characteristics of different students learning Chinese, and make a targeted transition to middle schools in teaching methods according to students' reality.
Ye Shengtao once said: "All good attitudes and good methods must become habits. Only a good attitude that has become a habit can be used anytime and anywhere, as if it is instinct and will be used for a lifetime. " Because many students don't have good Chinese learning methods and habits, after entering junior high school, they will be unable to learn in the face of numerous subjects and heavy courses.
Teachers should consciously and step by step teach students a set of effective Chinese learning methods, such as how to collect materials before class, how to read different types of articles, how to sort out and summarize knowledge, and how to transfer and use the learned methods. Only by mastering these methods step by step can students' Chinese ability be effectively improved.
In terms of habits, teachers should help students develop good Chinese learning habits in various ways, including: actively collecting information before class and consciously reviewing after class; Think positively in class and take notes diligently; Always consult reference books when reading; Take notes while reading, and don't read without moving pen and ink; Read books and newspapers after class; Accumulate useful knowledge at any time; The handwriting is neat and standard, and the signature format is correct; Proactively correct mistakes; Diligent in writing, accustomed to revision and willing to communicate. The power of habit is enormous. If students can form a good habit of learning Chinese in primary school, they can adapt to heavy and fast-paced learning more quickly after entering middle school.
E. fill the gap, strengthen the review in primary school and consolidate the basic knowledge.
Literacy and vocabulary learning have always been important tasks in primary school, while Chinese learning in middle school requires mastering a certain Chinese knowledge system and emphasizing the systematization of knowledge. After entering junior high school, many students have exposed problems of poor foundation, such as inaccurate pinyin, incorrect stroke order, many typos, frequent sick sentences and so on. The reason is not that the basic knowledge is not well mastered in the lower grades, but that in the upper grades of primary schools, there is little training in this respect in textbooks, and teachers often ignore the guidance and training of relevant content, resulting in the phenomenon of students' "rebirth". In this regard, senior Chinese teachers should strive to lay a solid foundation for students while achieving the goal of cost-saving teaching. The study of basic knowledge such as pinyin, strokes, stroke order rules and dictionary lookup can not be ignored, and should be continuously strengthened. On the basis of strict training and high efficiency, let students master basic knowledge and skills with high quality and send students with solid foundation to middle schools.
F make psychological preparations for students to enter junior high school, and help students to eliminate the uncomfortable feeling of learning Chinese after entering middle school.