How to cultivate students' ability to appreciate literary works In junior high school Chinese textbooks, every text is a literary work. Reading literary works includes two levels: understanding and appreciation, among which appreciation is the sublimation of understanding. Appreciation mainly refers to students' recognition and appreciation of the writing techniques, diction and sentence structure, ideological themes and emotions of the text in the reading process, and gives appropriate and objective evaluation. Cultivating students' ability to appreciate literary works is a long-term process, which requires the mutual cooperation of teachers and students.
Appreciation of literary works is a very important link in Chinese teaching, which can not only improve students' Chinese ability, but also cultivate students' ideological sentiment. Therefore, it is very important to cultivate students' ability to appreciate literary works in Chinese teaching.
Cultivating students' literary appreciation ability can not only improve their Chinese ability, but also cultivate their sentiment, increase their knowledge and improve their language expression ability. Therefore, it is very important to cultivate students' ability to appreciate literary works in Chinese teaching. This paper analyzes and discusses how to cultivate the appreciation ability of literary works in Chinese teaching.
How to cultivate students' appreciation ability in Chinese teaching? For example, starting from the basics, such as poetry appreciation:
First of all, we should introduce the theme and classification of poetry, because different formats will limit the author's expression, such as frontier poems, pastoral poems, epics and so on.
Secondly, the characteristics of the main poets in different periods, such as the subject matter they are good at, the poet's political ideal, emotional ambition, life experience and so on. Will be presented in the works, and it is not difficult to know these poems.
Thirdly, the common allusions and images in poetry have specific meanings and emotional trends, which are often the eyes of poetry and play a decisive role in understanding poetry.
How to Cultivate Students' Inquiry Ability in Chinese Teaching Einstein once said: "It is more important to ask a question than to solve it." Questioning is a valuable ability of students in learning activities. The teacher's questions are also designed according to his own understanding of the teaching materials, his own thoughts and wishes. In this receptive learning mode, students lose the right to ask questions, doubt and think deeply, and finally lose the ability to find and solve problems, let alone the ability to innovate. Therefore, when cultivating students' innovative ability, I think we should first cultivate students' problem consciousness. So, how to cultivate students' problem consciousness?
First, create an atmosphere in which students dare to ask questions
First of all, in class, teachers should make students understand that the roles of teachers and students are equal, change "cramming" into teacher-student interaction, and allow students to make mistakes in their studies. Teachers should give full affirmation and appreciation to students' questions through language encouragement, gesture affirmation and eye acquiescence, and establish students' confidence that I want to ask, but I can ask.
Secondly, it is to change the role, let the students who ask questions act as "teachers" and appoint other students and even teachers to answer questions. This practice can greatly stimulate students' competitiveness and initiative in asking questions. For example, when learning the content of this lesson from now on, some students asked, "Why don't you choose a new leader when it's the little monkey's turn?" Maybe there is no better candidate to be the king of beasts than the little monkey? "This question broadens the content of the textbook, and there is no clear answer in the textbook. We must analyze, compare, associate and think before we can get the answer. After affirming that this question is very good, I will let all the students discuss it freely for a few minutes, and then the students who ask questions will act as "teachers" and designate other students to answer. After class, the student was proud that he could ask this question.
Second, let simple problems become deep problems.
Observation is one of the most basic scientific exploration methods. Let the students observe something and then ask questions to help them concentrate. Teachers should first guide students to observe and ask questions, which can not only take care of students' needs at different stages of development, but also fully tap students' curiosity. Paying attention to one thing can't just stay on the surface, we should dig its connotation and make students' thinking more active with the deepening of the problem. For example, when I teach autumn painting, my focus is to guide children to observe the illustrations of the text first, and then to exert their imagination and inspire them to find problems after observation. Students know what to think and naturally ask more and more practical questions. So when you ask questions, you don't just stop at: What are they? What are they like? Instead, it is necessary to put forward in depth "Why do you want to say that the rice sea has turned over Jin Lang?" Does the apple show red cheeks? "It is necessary to ask such questions, which lays the foundation for further questions; Moreover, it can take care of the logical system in the arrangement of teaching materials, which conforms to the cognitive law of from easy to difficult and from shallow to deep.
Lenovo is also a good way to expand thinking, and it is also an innovative road that scientists often take. In teaching, students should fully participate in the teaching process, carry out association activities, enjoy full freedom of thinking and find "problems" in the vast thinking space. For example, in the text "Looking at Snow", playing with snow is a topic that students are very interested in. In teaching, we set an association point to point out that our life is happier because of snow. How interesting it is to have a snowball fight, make a snowman and watch the snow scene, but what will happen if there is no more snow around your life? This induces students to associate and ask questions. Although the questions raised by these students are naive, one-sided or even whimsical, they are the crystallization of their divergent thinking and express a heavy sense of responsibility for the motherland.
Third, cultivate students' habit of thinking and asking questions frequently.
Thinking is more expensive than asking. In reading teaching, I ask students to think seriously in class and ask questions if they have different opinions. Think after class, consolidate the effect and ask questions. For example, when I assign homework, I ask students to read the text for the first time and write down a few questions about the text. Students discuss problems through communication. Then, I put the students' difficult questions around the teaching focus and found that because students can ask questions diligently. Therefore, it can not only answer some simple questions raised in this paper, but also raise some innovative and "valuable" questions. At the same time of teaching guidance, I also prompt and remind students to grasp the center of the article and think. Of course, other programs can also be used for teaching, but no matter what kind of program is used for teaching, teachers should guide students to think. Teachers should not always "carry away" students, but let them go by themselves under the guidance of teachers. Students have been thinking and asking questions, thinking and asking questions, so they feel very solid and have endless fun. Some are talking about their own experiences, while others are writing comments. I pay close attention to similar work, and the atmosphere of teaching democracy is quickly formed in the classroom, which makes the students' main role play a good role, and also makes me develop the good habits of independent thinking, diligent thinking and questioning, and brainstorming.
The cultivation of curiosity cannot be solved overnight. Therefore, in the process of training, people who dare to ask questions, love to ask questions, know how to ask questions and are good at asking questions should not be absolutely separated, but should be taught in accordance with their aptitude. For students who dare not ask questions, we should focus on cultivating students who dare to ask questions, and for students who dare to ask questions, we should cultivate students who can ask questions and are good at asking questions, and finally form a learning atmosphere of questioning and dispelling doubts, so that all students can master the questioning methods and acquire knowledge, and at the same time, their abilities are cultivated and their intelligence is developed. This is the focus and destination of questions and questions.
In short, in Chinese teaching in primary schools, teachers should fully tap the innovative factors contained in the textbooks on the basis of thoroughly understanding the textbooks, skillfully set questions, and guide students to dare to ask questions and be good at asking questions. As Lu Jiuyuan said, "Small doubts make small progress, while big doubts make big progress". Only by asking good questions can we stimulate and mobilize students' enthusiasm and initiative in learning, ignite students' thinking sparks in the process of solving puzzles, and open students' thinking to the maximum extent, thus achieving the purpose of innovative education.
How to cultivate students' habits in Chinese teaching [Y ǔ Wen]
Chinese (short for language and literature) editing
Chinese is the abbreviation of language, literature and culture, including spoken and written language; Spoken language is easy to understand, and written language pays attention to accuracy and grammar; Literature includes Chinese and foreign ancient and modern literature. This concept of interpretation is narrow, because there are not only literary articles (literature, folk art, etc.). ) And there are many practical articles (practical articles) in Chinese. Generally speaking, language is the art of speaking.
It is generally considered as a comprehensive subject of language and culture. Language and articles, language knowledge and cultural knowledge are inseparable from it. It is a general term for language abilities and knowledge such as listening, speaking, reading, writing, translating and editing, as well as cultural knowledge. It can also be said that Chinese is a general term for oral and written language and speech, and it is the sum of language laws and speech activities of speech works formed by using language laws.
How to Cultivate Students' Appreciation Ability in Chinese Teaching When teachers' teaching style matches students' learning style, it will help to improve their academic performance. For example, for students who like image representation, use schema to explain concepts and avoid arranging students who like silence at the door of the classroom. Because no cognitive style can be applied to all knowledge learning.
On how to cultivate students' appreciation ability in Chinese teaching (1), strengthen language sense training (2), cultivate imagination and association ability (3), learn common writing skills and master the appreciation points of common literary genres.