1 primary school Chinese text analysis method
First, grasp the key points of the text
In Xue Jie, Han Yu mentioned that "those who remember things must mention their essentials, and those who make words must hook their mystery", which is the reading method of "hooking the mystery with the essentials", that is, putting forward an outline and exploring its subtlety. When we read the text carefully, we should use this method to explore the central idea of the article and then grasp the key points of the text. A lesson should not focus too much, otherwise it will lose the significance of determining the focus.
For example, when I was reading the book "Retreat Qin's Family by Candle", I outlined the main points of the text with a red pen: "The Duke of Jin and Qin Bo recommended the candle-the candle-to persuade Qin Bo to form an alliance with Zheng people-the Duke of Jin", and then determined that the teaching focus of this article was the third part "How to persuade Qin Bo to retreat by candle".
Don't pay too much attention when preparing lessons, because literary works are the result of screening and selection. The teacher determines the weight of the text (the decisive content in the textbook), just like finding a key, just like hearing the strongest sound of the article, and the rest will be solved.
Second, grasp the starting point of the text
When it comes to classes, colleagues often say that "good classes can be met but not sought". Hospitality is hard to find because although teachers have the same task, the teaching situation is ever-changing, and teachers adopt different strategies to solve these problems.
It can be said that every teaching situation is special and concrete, and teaching strategies should be generated from the specific situation of the problem and created to solve this problem. Personally, I think the key to a good class is to find the breakthrough point of the text, thus stimulating students' desire to read and activating the classroom atmosphere.
For example, when preparing lessons for Xu Zhimo's Farewell to Cambridge, I found that this article has a unique choice of images, including clouds, golden willows, soft waves, green grass, starlight and other vivid images. The second paragraph of the poem "The golden willow by the river is the bride in the sunset" deeply touched me. This metaphor is so beautiful and wonderful.
Therefore, in the teaching design of the second class, I first put forward the question "Why does the poet compare Liu Jin to the bride in the sunset?" The students expressed their opinions very actively, and soon felt Xu Zhimo's deep love and parting feelings for Cambridge.
When preparing lessons, the teacher digs out the emotional value of the text through in-depth interpretation, touches the core words of the article, and then starts from these words, returns to the greener grassland and runs through the whole article. In this way, our Chinese class is both interesting and effective.
Third, grasp the contradictions in the text.
The focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate, and gradually cultivate the ability of inquiry reading and creative reading. On the basis of guiding students' reading experience, teachers should cultivate students' ability to go deep into the lines of the article to get its meaning.
Zhu has a famous saying: "Learning is expensive and doubtful. Small doubts are small, and big doubts are big. " Teachers can guide students to question the content of the text, grasp the contradictions and cracks in the text, and make new discoveries in reading. If students have reading confusion in reading, they should take time to eliminate it.
For example, the title of the text No News in Auschwitz is No News, but the annotation says it is selected from Selected Reading of Western News Works, and Discussion and Practice says it is a masterpiece in the history of news. This is a contradiction on the surface of the text, so we should grasp it in class.
Another example: In memory of Liu Hezhen, when I was collecting lesson preparation materials, I found that there were three authors at the same time. I wrote a commemorative article about the "18th Incident", one of which was "Death on March 18th" written by Zhou Zuoren, so I printed this article for the students, so that they can find the difference after reading it. This is to create contradictions through comparison, which is helpful for students to deeply grasp the ideological content of the works and gain aesthetic enjoyment on the basis of comprehensive understanding.
Fourth, fill in the blanks
Teaching material analysis is both a cognitive process and a creative process. From the cognitive point of view, understanding textbooks is a sublimation process from the surface to the inside, from the superficial to the deep, and from the phenomenon to the essence. From the creative point of view, learning textbooks is also a process of in-depth exploration, capturing inspiration and pioneering and innovating. The content of the text we teach is limited, which requires readers to have a thinking brain, expand their imagination and fill in the blanks in the article. In the Southern Song Dynasty, Chen Shan once said: "When reading, you should know how to enter and know how to leave, and then you will enter at the beginning and finally leave." "Out" and "In" are the processes of reading and creating texts.
For example, in the last "Rain Lane", in order to let students experience the performance skills of poetry and scenery more deeply, I set up "reading aloud and expanding imagination. If you want to draw a rainy lane, what will you draw? " What color is it? "In this teaching session, students have narrowed the space-time and psychological distance with the author in imagination, eliminated the barriers of the times, felt the poet's inner confusion and desolation, and realized the poet's sadness and helplessness.
Another example: For the article Border Town, we can feel the beauty of Border Town and Cui Cui's innocence and kindness from the selected text. So in what form will Cui Cui's love end? I arranged a short composition for Cui Cui, and asked him to continue to write the ending after class. In short, teachers should let students explore the depth and breadth of the text and interpret its infinite connotation.
Textbooks are the basic materials for teachers' teaching and the media for students to know the world. In-depth analysis of teaching materials and comprehensive mastery of teaching materials are the basis of classroom teaching design and the premise of achieving good teaching results. Teachers should proceed from the overall situation, be far-sighted, treat teaching materials as teaching contents that are easy for students to accept and conducive to students' development, and achieve the overall effect of optimizing teaching.
2 primary school Chinese text segmentation method
1, integer division
For each text, we should proceed from the whole, focus on the whole, be familiar with the full text, and do two things: First, read the article, examine the topic, closely focus on the topic, grasp the subject in connection with the content, and find out what the article is about. The second is to sort out the order to find the basis and how to write the article. Can be divided according to the nature of the content; Can also be divided by the total score (total score, total score, total score).
2. Key breakthroughs
These steps are:
① Summarize what the full text mainly talks about in one sentence;
(2) Find out the starting point and ending point of this critical event, so as to determine the key points first;
(3) look at the key paragraphs before what was said? What did you say later? How should the full text be segmented? For example, when peanuts are mainly tasted, my father and "we" talk about the benefits of peanuts. This crucial passage begins with "The weather was bad that night" and ends with "This is my hope for you". There are two natural paragraphs in front of the key paragraphs, which are about planting peanuts, harvesting peanuts and preparing for festivals; After writing the key paragraphs, my father's words are deeply imprinted in my heart, so that the main text can be divided into three paragraphs.
3. Combined natural segmentation method
These steps are:
① Summarize the main contents of each natural section;
(2) Interpret the same content of adjacent natural paragraphs into a large paragraph. For example, each natural paragraph in "Trial" means: A. Fulton built a new ship; B. Fulton built the first ship; C, starting the test; D, the test was successfully completed; E, people are scrambling to take the new boat. According to the above method, the two natural sections A and B can be merged into the first section, and Fulton built the first ship. C and d are merged into the second paragraph, which says that the trial of the new ship was successful; E, as far as the third paragraph is concerned, it says that everyone is vying to take a new boat.
4. Special paragraph method
Flashback-first describe the result of the matter, then write the reason, process and result, which should be an independent paragraph.
Insert-there are two situations: one is to insert a supplementary narrative after a plot, which can be an independent paragraph; The other is to insert a fragment description of the plot, which cannot be separated by paragraphs, so as not to separate the plot.
Transition section-connecting the preceding with the following summary, depending on its emphasis. But in most cases, it is for the purpose of connecting the preceding with the following and plays a transitional role.
5, the transition section segmentation method
Students can't divide paragraphs correctly, and the problem often lies in the transition section. That is, the transition section that should be drawn above is drawn below, and the transition section that should be drawn below is drawn above, so the segmentation is wrong. Be clear when segmenting: the content of the transition section in the text is similar to the above meaning and also similar to the following meaning.
For example, Gorky's childhood lesson, 14 natural section is the transition section. The content of this transition section is: "The hosts are all asleep after dinner." The above content is that the host scolded Alesha while eating, and the following content is that Alesha got up to study at night, was found, was beaten, and his book was almost torn. Judging from the plot, the content of this transition section is obviously similar to the above meaning, so it should be listed above, not below.
6, plot segmentation
Segmentation of a text with a story should be based on the occurrence, development, results and similarities and differences of the story.
3 primary school Chinese text explanation methods
First, explain the background.
The background is the era and social environment of article writing. Because of the great differences between the ages of many articles, social life and real life, students feel very strange and even incredible about the thoughts and behaviors of the characters in the articles. So the best way to teach this kind of article is to explain the background. Only in this way can we eliminate the sense of distance between students and the text and quickly enter the text.
When the author taught the article Blessing, the students didn't understand: Why didn't Sister Xianglin remarry after she died? Why is it called Xianglinsao after remarriage? After remarriage, why didn't Master Lu let Sister Xianglin participate in the blessing? How could Sister Xianglin take her hard-earned money to the temple to donate the threshold? Therefore, I think the students talked about the background at that time in depth and detail.
Such as the chastity in feudal society, the "three cardinal principles" order of "the monarch is the minister's guide, the father is the son's guide, and the husband is the wife's guide", the "three obedience" of women's "not marrying the father, marrying the husband and dying the son", and the ancestor worship in feudal society. Let students have a clear understanding of the ideological and behavioral roots of Xianglinsao, Lvsi and the people around them, and naturally enter the text.
Second, the analysis of the topic
The first thing an article meets with readers is the title. A good title is vivid and attractive, which can stimulate readers' interest and arouse their desire to read. Some titles point directly to the center, or imply the main idea of the article, some titles indicate the scope of the content written in the article, and some titles imply the structural level of the article. Speaking of reading these texts, you can start with the topic according to the teaching task.
For example, teaching Lotus Lake can enter the study of the text by analyzing the topic, which can be analyzed from the following aspects:
1, indicating the location of the story. Lotus Lake is the main scene of the story and the central environment of the characters' activities, which makes the novel have obvious regional color.
2. Rich in multiple meanings: Lotus Lake is a blessed place for soldiers and civilians in Baiyangdian to defend their country and expel invaders; This is a place where justice and evil compete; It is a sacred and inviolable pure land; Lotus Lake is beautiful, but the war is cruel, and the struggle to defend beauty is heroic and epic.
3. Reflect the poetic artistic realm of women.
Lotus Lake in the novel is a poetic war space. Quiet dilutes the bloody killing, and things (lotus flowers and women) set each other off into interest, showing the author's delicate and gentle creative style. 4. Extended thinking: (1) Try to replace the title with words related to the novel content to further understand the beauty of the author's proposition; (2) Naming the novel genre by its title shows its rich connotation. Combined with the topic, think about the characteristics of "Lotus School" novels in your eyes. The poetic scenery and the beauty of the theme shown in the topic can easily stimulate students' interest and enthusiasm in learning and make them actively participate in various learning activities in the classroom.
Another example is "Old Capital teaches Autumn", and students can also be organized to learn the text from the topic: What phrase is the topic? He told us the main content of this article. In what ways? In this way, it is easy to arouse students' interest in learning and improve classroom efficiency by starting with the topic, grasping the key points and entering the text quickly.
Third, make clear the structure of the text.
Structure is the internal organizational structure of the article, and it is the direct embodiment of the author's writing ideas and unique thoughts. Different writers will have their own unique structures with the same writing objects and materials. Starting with the text structure, reading teaching can quickly grasp the full text, which is conducive to students' macroscopic perception of the text, sorting out the ideas of the article and quickly understanding the text from the whole to the part.
For example, the teaching in memory of Liu Hezhen can make a structural breakthrough. The text first wrote the origin of writing, that is, why I wrote this article; Then, describe Liu Hezhen's life story and murder; Finally, on the basis of narration, it further summarizes the lessons of the March 8 tragedy and points out the significance of this tragedy to the future. Grasping the structure can be done by sketching. Structurally, students can quickly understand the content, social reality and writing purpose of the article.
Different styles often have different structural characteristics. For example, the chapters of argumentative papers are often arranged in the order of "what", "why" and "how", that is, the order of "asking questions", "analyzing problems" and "solving problems". According to this feature, argumentative teaching can guide students to be hierarchical and outline.
Fourth, look for clues.
Clues are lines that connect the materials of the article into an organic whole. There are many clues, some of which are based on time, such as Biography of Lian Po and Lin Xiangru; Some take places as clues, such as Qu Xi Ci; Some take things with specific significance as clues and shed tears on pearls. Teaching and reading this kind of articles can grasp clues and guide students to do as the Romans do and be reasonable.
For example, learning "Shaving one's head" can help students read the text quickly, find out the clue that runs through the article-the phenomenon of "shaving one's head", and then read and taste it carefully along this clue, so as to quickly understand the author's writing intention of satirizing social abuse of rights.
Verb (abbreviation for verb) summarizes the plot.
The plot includes the beginning, development, climax and ending, some of which are preceded by preface and followed by ending, forming a complete story. Some narratives are complete, tortuous and vivid, so we can start with the plots in teaching.
For example, in the teaching of Peacock Flying Southeast, students can be guided to segment the text, write an outline and master the text quickly according to "beginning-development-climax-end".
Sixth, talk about image.
Image refers to what is written in the article as the carrier of lyric reasoning. Images can be people, such as images in novels and biographies; It can be something that describes the scenery and expresses one's heart, such as poetry and prose. Reading teaching of this kind of articles can take the analysis of images as the starting point, carefully design enlightening questions, and easily stimulate students' interest in inquiry.
For example, in the class of "The Man in the Condom", we can start with Rykov, the central character of the novel. After reading the text, students can ask the following questions to make them think: Who is the man in the condom? What covers does he have in his life and thoughts? Why did he put himself in a condom? Guide students to grasp the characters. Finally, we can pass the question "Will the social status quo change after Rykov's death?" This question guides students to further understand the social reality. This method is effective in learning this kind of text.
Seven, seize the key words
Every article has keywords, such as main sentence, summary sentence, central sentence, transition sentence and so on. Grasping these key points, we grasp the outline of the article and find a way to interpret it. Start with the key words to teach reading articles, outline and get to the point.
In the lesson "Autumn in the Old Capital", "Autumn in the Old Capital is particularly clear, quiet and sad" is the title of the article. "Qing", "Jing" and "Sadness" are the general projections of Beiping's solitary autumn on the writer's mind, which constitute the tone and background of the article. Learning this article can be closely related to "purity", "quietness" and "sadness": let students read and think about the characteristics of autumn in the old capital. What distinctive scenes does the author choose to express his inner feelings? What is the purpose of the author's writing about southern autumn? Closely follow the design of key words and phrases, guide students to get into the mood quickly, clear their thoughts and taste autumn scenery with local color and subjective color of the author.
4 primary school Chinese text recitation method
Determine the carrier of the reciting object
The carrier mentioned here refers to the physical object that carries the narrated object in the form of words, photos and so on. And things like e-books are not included. An article often appears in many books and magazines. To memorize, you can't just pick up a book and use it. You should always use the same book or magazine. This is the carrier. Not only should we always use the same carrier in the process of reciting, but we should also try to find the original carrier when reviewing. This is done for the need of spatial positioning, so that the brain can maintain a fixed stimulus of conditioned reflex to the same carrier. Changing vehicles at will will lead to "confusion" in positioning.
Read through the reciting object three to five times to form a whole framework.
Familiarity with the full text is the premise of reciting. For words that are not sure about pronunciation, look them up in the dictionary and mark pinyin above the words. Through reading through many times, the whole frame image information of the recited object can be formed in the brain.
Tagging keywords and words in text
Keywords and words include words and phrases with key positions and words and phrases that play an important role in the context. Mainly select keywords and phrases to locate. The words and phrases that play an important role in the context are determined according to personal preferences, and the principle of selection is to facilitate memory, not whether the words and phrases are really important.
Divide the article into several small pieces according to the content, summarize and mark the essence of each small piece.
The number of each short paragraph depends on the individual's memory ability and habits, and should be limited to as many as possible. This will stimulate the memory ability to gradually enhance! The essence does not need to be refined accurately according to the content of the article, which makes it easy for you to remember. It would be better if you could extract the words you are interested in.
Recite each paragraph one by one.
When memorizing each small segment, follow the method of (steps 6 to 7), with (step 7) as the main one. The point is, when positioning word by word in order, don't read books when you encounter forgotten places. First of all, you should use the positional relationship to recall the forgotten text content according to the clearly located text information on the virtual image in your brain. If you really can't remember it, you should immediately locate the text information in the virtual image in your brain after comparing the original text.
As the saying goes: "The foundation is not firm, and the ground shakes!" This step is the basis of accurate positioning of the full text and the key link to realize word for word. Never be careless!
According to the essence, keywords and words, the full text will form a positioning image in the brain.
By the time all the small pieces of the division are memorized, the first few pieces may have been forgotten, but the essence, keywords and words we extracted are all remembered. With these memorized positioning elements, we can further form a new positioning image in the brain. It may be so.
Accurately locate all the characters in the virtual image in order in the brain.
After memorizing an article by spatial location memory method, you don't just recite it when you need it, but read it according to the virtual image information in your brain. Therefore, when positioning word by word in order, don't read books when you encounter forgotten places. First of all, you should use the positional relationship to recall the forgotten text content according to the clearly located text information in the virtual image in your brain.
If you really can't remember it, you should immediately locate the text information in the virtual image in your brain after comparing the original text. The whole memory process from scratch, from vague to clear, from rough to accurate, can achieve the purpose of lasting memory and high memory accuracy!