First, attach importance to the convergence of students' interests and stimulate students' interest in learning.
As the saying goes, "Interest is the best teacher." Interest guidance helps students to better participate in Chinese learning activities. Compared with primary school students, the persistence of junior high school students' interest in Chinese is also different. Therefore, when teaching Chinese in junior middle schools, teachers should be good at discovering students' interests and attach importance to the relationship between primary and secondary school students' interests.
For example, when learning Unit 6 "The Emperor's New Clothes" in the first volume of the seventh grade, we can make full use of the characteristics of students' love of fairy tales and stimulate students' interest in learning. Before teaching, teachers can use the internet to search for the emperor's new clothes cartoons and play them to students with multimedia software. In this way, students can have a preliminary understanding of the content of the article and then come back to the text. In this way, students integrate into the classroom with a relaxed attitude, cultivate their interest in learning, strengthen their learning experience, grasp the theme of their works, and feel the humor of Andersen's fairy tales in the learning activities of "telling stories-telling characters-exploring themes-talking about opinions".
Second, attach importance to the connection of teaching knowledge and promote the all-round development of students.
In fact, as long as we carefully compare the Chinese textbooks of primary schools and junior high schools, it is not difficult to find that they are similar in many contents. Therefore, in junior high school Chinese teaching, teachers can skillfully link junior high school Chinese knowledge with the old knowledge that students are familiar with at a small stage, and further enrich new knowledge. In this regard, the seventh-grade Chinese teachers themselves must be familiar with primary school teaching, grasp the internal relations of primary and secondary school textbooks, and skillfully connect teaching.
For example, the teaching of Unit 3 "From Baicaoyuan to San Tan Yin Yue" in the first volume of the seventh grade. In class, let the students briefly recall the content of the article "San Tan Yin Yue" in primary school, and then lead the students to learn "From Baicaoyuan to San Tan Yin Yue". Ask the students to compare the similarities and differences between the two articles, and the students will find that both articles belong to landscape prose. "San Tan Yin Yue" mainly describes the placement of objects in San Tan Yin Yue, and fully reveals Lu Xun's love for learning through the inscription "algae" on his desk. The article "From Baicaoyuan to Santan Printing the Moon" mainly tells Lu Xun's life in Baicaoyuan and Santan Printing the Moon. Writing about the Herb Garden mainly focuses on the word "music", which is full of infinite vitality and interest. Writing three pools and printing the moon mainly revolves around the word "fun", including interesting gardens, interesting rules, interesting W-learning content and interesting games, which shows the author's love for nature, pursuit of knowledge and naive and joyful psychology in his childhood. This not only successfully realizes the transfer and docking of old and new knowledge, but also avoids the repetition of explanation. In the learning process of reviewing first and then "independence, cooperation and inquiry", students not only firmly grasp knowledge, but also comprehensively improve their comprehensive Chinese ability and achieve all-round development.
Third, attach importance to the convergence of language accumulation and improve students' Chinese literacy.
In primary school Chinese teaching, the main goal of teaching is to cultivate students' basic ability of reading and writing, but in junior middle school Chinese teaching, the primary goal of teaching is to let students express their thoughts or feelings accurately in language, and the ultimate goal is to cultivate students' Chinese literacy. This will inevitably put forward higher requirements for students' Chinese accumulation. Therefore, Chinese teachers in junior middle schools should do a good job of connecting language accumulation purposefully and in a planned way. Compared with primary school Chinese, the learning of basic knowledge in junior middle school Chinese teaching has increased obviously, especially the learning difficulty coefficient of classical Chinese has increased obviously. Chinese teachers should consciously guide students to develop good language accumulation habits.
For example, when studying the article "Memories of Autumn" in Unit 2 of the first volume of the seventh grade, the article described the mother's movements, language, demeanor, psychology and other details in detail, which was touching and vivid. For example, "My mother hid out quietly and listened to my movements secretly where I couldn't see." "My mother rushed to grab my hand and held back her tears, saying,' Let's live together, let's live well …'" and other sentences, including "hide quietly", "listen secretly", "rush over", "hold on" and "hold back your tears". Vividly depicts a forbearing, tolerant, understanding, caring and loving mother! In classroom teaching, teachers should guide students to discover the subtleties of these words, carefully study and taste their rich meanings, and experience the broadness and generosity of maternal love. Then guide them to extract such beautiful words and sentences from the text into the accumulation book. In this way, students not only learn how to appreciate wonderful words, but also improve their ability to choose words and make sentences, cultivate students' good habit of diligent accumulation, invisibly increase the quantity and quality of students' language accumulation, and also make students influenced by emotions. Comprehensively improve students' Chinese literacy.
Fourth, attach importance to the connection of reading ability and improve students' literary literacy.
Whether in primary school or junior high school, reading teaching is a very important link in the teaching process. It is not only a test of students' learning new words, words and sentences, but also a sublimation of students' understanding and perception of the text, and an important basis for improving students' writing ability. Therefore, Chinese teachers in junior high schools should also attach importance to the connection of reading ability between primary and secondary schools and consciously guide students to master effective reading methods and skills.
For example, in junior high school Chinese teaching, imaginative reading is an indispensable reading method. For example, study Ma Zhiyuan's "Sand Clearing? Qiu Si, in a word, the teacher consciously guides the students to recite, recite and taste, and the scenery in the poem will be vivid: dead vines, old trees, crows, bridges, running water, people, ancient roads, westerly winds, thin horses, etc., naturally forming a beautiful late autumn scene in the students' minds. The scenery becomes more vivid, and the image presented in the mind will be vivid. Suddenly, the feeling of desolation and loneliness arises spontaneously, and the eyes are bleak and the autumn wind is rustling. How can it not be heartbreaking! In the process of this taste, students and the author reached empathy and read out the feelings of * * *. I seem to be a heartbroken person, sad in my heart and in a trance. Then ask the students to describe the picture naturally formed by creative imagination in their minds when reading poems, so that the process from words to pictures to words can be mixed together through imagination. So as to help students understand poetry and master the skills of reading articles. Cultivate students' thinking ability, imagination ability and language expression ability. While reading, improve students' literary literacy.
Teach students a variety of reading methods, let students enjoy a happy experience in reading, and cultivate students' multiple innovative thinking. With the increase of reading range and the accumulation of reading experience, students' reading ability and appreciation level will continue to improve, and students' literary literacy will naturally improve.
Fifth, pay attention to the connection of writing training to improve students' writing ability.
Most junior high school students have mastered the most basic writing methods. After students enter junior high school, teachers should continue to pay attention to students' writing training. Writing in junior high school is still mainly narrative, but the emphasis of training in different grades is different. Take senior one as an example, the training focus of senior one students' composition should be the improvement of descriptive ability and language. Many students' descriptions are in the primary school stage, and most of them are general, dull, not vivid and vivid, which makes it difficult to impress readers. Therefore, first-grade Chinese teachers should guide description methods, improve thinking and imagination, train skills, help students write plump, vivid and three-dimensional characters, let them stand up and write concrete and poetic landscapes.
For example, learning the article "Qiu Si" can guide students to analyze the detailed description of characters' language, movements, psychology and demeanor, and realize how to make the description more specific, more in place and more exciting. After understanding, students find the rules and methods of inductive description: to describe characters, we should use a variety of description methods, grasp the characteristics, conform to the identity of the characters, conform to the situation, choose accurate verbs, and skillfully use rhetoric and modifiers. By studying the article Market in the Sky, we can design methods to let students experience the charm of imagination and association, and learn from the writing methods of this article to make the story more vivid. In this way, the connection between primary and secondary school writing training can be realized, so that students' compositions can spiral in sequence and their writing ability can be gradually improved.
Sixth, attach importance to the connection of Chinese teaching evaluation and mobilize students' learning enthusiasm.
As an important part of Chinese classroom teaching, proper evaluation can guide, judge and motivate students. In seventh grade Chinese teaching, special attention should be paid to encouraging and evaluating students and flexible learning methods.
For example, when learning the text "Walking", the teacher can let the students browse the text quickly first, find out the time, place, person, reason, process and result of the event, and summarize the event. Then, students are encouraged to speak boldly by answering first. In primary school, students are encouraged mainly by distributing small red flowers or five-pointed stars, which junior high school teachers can learn from and improve. Students who answer accurately in their grades can get extra points in the quantitative score of the group, while students who answer incompletely should be encouraged by language and given timely guidance, so as to mobilize the enthusiasm of students to participate in learning.
Chinese teaching itself is a continuous, dynamic and gradual process. However, due to the great difference between Chinese teaching in primary school and junior high school, it is not easy to realize the seamless connection between them. According to the characteristics of students, Chinese teachers in junior middle schools need to connect students' interests, teaching knowledge, language accumulation, reading ability and writing training to achieve seamless connection between primary and secondary schools and improve the teaching effect of Chinese classroom.