1 How to master the basic knowledge of Chinese in primary schools
First, read story books with pinyin together.
Interesting stories and mother's company are irresistible to children. In the process of reading stories, you can point word by word to deepen your child's impression of words, or you can read a paragraph to your mother and a paragraph to your child. Why is there pinyin? In this way, we can observe which words are common and simple in daily life, but children still can't. Children can read unfamiliar words slowly through the pinyin of the little assistant and review pinyin by the way. The most important thing is to avoid the embarrassment that children can't understand because they are illiterate, afraid of being told and don't want to ask.
Second, unintentional daily use.
Pay attention to all kinds of advertisements when you go out to play, search you, rent a house ... try to read it with your children.
Third, write down interesting little things.
It is a good habit to keep a diary, but it is a little difficult to write it every day because of homework, so you can turn it into a weekly diary or an essay. If you write a composition, you can write between 50 and 100 words to understand what happened and what you learned. Zhou Ji's words will also describe in more detail the situation before, during and after the incident and the inner feelings at that time.
Fourth, guide children to discover the "kinship" relationship between some words.
Guide children to discover the "kinship" relationship between some words. For example: throwing, wiping, hitting, sweeping ... all depend on the hand, so there is a hand to hold; Clear, loose, urban, descriptive, hat-shaped phonetic characters; Many idioms can also look at the word "meaning", such as "introducing from the east to the west", where the sound is in the east and the sound is in the west, so that the other side has the illusion of winning by surprise. These rules can help children remember words more easily and reduce typos.
Fifth, dictate new words to children.
When dictating new words to children, don't just write to them, form a simple word dictation, and even make sentences by the way. This can expand vocabulary accumulation and improve children's ability to use new words.
2 primary school Chinese basic knowledge training methods
First, training should be logical.
Textbooks are changing, and there are some improvements, but the shortcomings are also obvious. Compared with the old textbooks, we will find that the new textbooks have deleted some inappropriate articles and increased the reading volume, but there is also randomness in the selection of articles. In order to give consideration to all aspects, some non-classic and meaningless things are brought in, and many training points in the old textbooks are deleted. If we really follow the new textbook lesson by lesson, even if it is solid, I am afraid that students' comprehensive Chinese ability is not strong. I wonder whether each school can compile a "Chinese training outline" within the framework of the outline in light of its own reality. To reflect the hierarchy, it is necessary to make clear what to cultivate, what to test and what to achieve in which semester. Don't do the same questions, test the same questions and say the same things for three years.
Second, try to tap Chinese training points.
Anyone who is experienced in so many problems and always practices so much will feel bored. We can use our brains to brainstorm and often give students a change of taste. Now, from the perspective of words, sentences and paragraphs, I will briefly explain them with examples.
Word: It is better to correct the wrong questions than to do multiple-choice questions. Students' compositions or letters can be used to correct mistakes. Students can also be encouraged to find mistakes from newspapers and magazines and street advertisements, and be rewarded once a week (or month). Ask the students to find out the information from the corrected books and give it to their deskmates.
Words: Students have a poor vocabulary, so it is necessary to accumulate words as a routine training. Students can be arranged to collect 5 to 10 words for each lesson or article. The accumulation of vocabulary and idioms should be interesting and consolidated in application. For example, when we talk about the disyllabic word "buried", we can make a sentence saying "He is dead, we should bury him (mái), otherwise he will bury (mán) and blame us". Organize words consciously, for example, let students write words describing wind, rain, happiness, anger, etc. See who writes more.
Sentence: High school students should also do more sentence-making exercises. You can deduct text design questions. For example, teaching two foreign essays can make students write "The most beautiful tomb in the world, the beauty lies in ()" and "The beauty in winter, the beauty lies in ()". When learning novels, you can use couplets to summarize the plot.
Paragraph: Besides rewriting, parody and critical writing, can students write an introduction to the text, give comments to classmates and write suggestions to teachers? A few crosses and a hundred words can show the real kung fu. It is both interesting and practical.
The basis of writing is reading. Students should be encouraged to create boldly, but at the same time, writing training should be carried out in the examination room.
Thirdly, we should cultivate our habits.
Mr. Ye Shengtao once said, "What is education? In a word, it is to develop good habits. " Mr. Zhang Zhigong stated that "the words should be carefully written, the text should be carefully read, and the composition should be carefully done." But the four basic abilities of listening, speaking, reading and writing always make me feel like scratching my boots during training. Listening becomes listening to the teacher; Say, become a teacher, a person says; Reading is basically reading gobbledygook and reading dumb books; Writing is basically arbitrary and handy.
To strengthen listening and speaking training, we should pay attention to changing teachers' and students' singles into "doubles" and "mixed playing", and do more cooperative learning in groups. Reading and writing training should pay attention to cultivating students' "writing consciousness" and "reader consciousness" in reading. When reading, think of other people's ideas, not just the accumulation of words and phrases; When writing, you should think of the reader, be a reader yourself, and consider the feelings of the reviewers.
This kind of conscious training will make students regulate their behavior. Instruct the students to read the answers by themselves. Read them out loud, and you will understand what you have done.
Fourth, Chinese teachers should be as romantic and chic as farmers.
For a long time, exam-oriented education has seriously bound the psychology of most Chinese teachers. How to write and say; What the predecessors said and how to say it; How to teach, how to teach. Mechanical teaching mode and rigid test-taking skills make teachers lose the character of independent thinking.
In fact, teaching materials are not the supreme authority, teaching reference is only a dispensable reference, and colleagues' opinions are just a family statement. It is important to have your own thinking, and it is important to guide students to think boldly. Sometimes it is more important to put aside differences than to seek common ground. Education in China can't make us and our students' heads become other people's racetracks. Otherwise, it will not only delay students, make them lazy, follow in the footsteps of others, but also harm themselves. The phenomenon of "premature aging" of high school teachers (especially Chinese teachers) has attracted people's attention. I am more worried that young people like us, with more and more conservative teaching concepts and more rigid teaching methods, will make us aging before we get old.
If there is something wrong with the textbook, can you delete some articles and add some extracurricular beautiful articles? The faculty's statement is too rigid. Can you give some opinions to the students? On the first day when Mr. Chen Yinque stepped onto the platform, he said to his disciples: I won't talk about some things in the book, what others have said, what I have said, and today I will only talk about what no one has said. How elegant and chic.
Fifth, Chinese teachers should learn to move people with emotion.
Sadly, as a Chinese teacher, I seldom write articles, poems and things that can express my true nature and collide with students. Speaking of ancient poems, we give students a detailed analysis, saying that here is good and there is good. But no excitement, no excitement, no dancing, no tears. This is not a real language. The Chinese teacher is not handsome, romantic or even sentimental at all. That's pathetic! At the "New Curriculum Standards Seminar" held in Chengdu in 2002, a Chinese educator from Taiwan Province talked about Professor Na Wei's Homecoming Book. She quietly turned her yearning for the motherland into two lines of tears, which touched her classmates and all the teachers who attended the class.
I think, in our class, if students can shed tears once and we can shed tears once, then this language will not be taught in vain. As a Chinese teacher, besides grades, we can say: I am worthy of my students.
3 primary school Chinese basic ability training methods
First, use Chinese Pinyin to serve word learning.
The part of Chinese Pinyin is involved in kindergartens and preschool classes, but the formal application and service of Chinese learning began in primary schools. According to the provisions of the syllabus for primary school students, from the first lesson of grade one, more than 2,800 Chinese characters should be mastered in the whole primary school stage, of which more than 2,000 are commonly used and required to be written. As we all know, the beginning of primary school literacy is to use Chinese Pinyin to assist spelling.
The initials and finals, as well as the whole syllable, basically run through the whole process of Chinese teaching in lower grades. Junior Chinese teachers should pay special attention to the accuracy of students' pronunciation when spelling Chinese Pinyin, and the spelling should conform to Chinese grammar habits. In addition, the learning of new words is also the key to Chinese learning in lower grades. Chinese is not only a course for us, but also a language and a tool. Primary school students must be full of curiosity and admiration for the unknown when they first come into contact with new words. What Chinese teachers need to do is to keep students curious and admiring to learn and deepen their basic Chinese ability.
Second, adopt various learning methods.
Primary school students have just entered the school gate and have a strong curiosity about the unknown. Chinese teachers should learn to use the curiosity of primary school students, guide them, and keep their enthusiasm and strong interest in learning. Only in this way can Chinese classes be lively and interesting, and we can learn something. Primary school students have limited knowledge of Chinese characters, so teachers can use some auxiliary tools to help them complete classroom tasks.
For example, when learning the first-grade text "One Go to Two Sanli", the textbooks are all illustrations of people, pavilions and flowers. Teachers can use interesting pictures in illustrations, so that students can combine the words and objects in the pictures to stimulate students' interest in learning and enthusiasm for knowledge. Combining pictures and texts effectively can improve the cognitive level of primary school students quickly and effectively. Or teachers can take their children to make cards of Chinese Pinyin and Chinese characters in class. Different Chinese Pinyin can be combined into different Chinese characters, which can be used to find Chinese characters, or to spell Chinese characters to solve learning problems. Simple and effective, in line with the nature of primary school students love to play, so it has become one of the most popular ways for primary school students.
Third, the interpretation of the text should conform to the characteristics of primary school students.
Chinese texts in primary schools are basically interesting or enlightening, educational and fairy-tale. The primary school text itself has a colorful fairy tale world. Chinese teachers should take into account the characteristics of primary school students' cognitive ability and understanding level in teaching, so as to make the class go smoothly. Pupils are naive and have limited cognitive ability. There will be many problems when the teacher explains the text. For example, when explaining the lesson "Two Little Lions", many children asked me, "Teacher, why should little lions learn skills? Don't lions bite? " A child asked me, "Teacher, is the little lion the same as the one painted above?" These questions have nothing to do with the text, but teachers can't ignore them, because curiosity is the beginning of learning, and pupils ask questions because they are interested. Interest is the best teacher.
Therefore, Chinese teachers in primary schools should patiently answer students' questions and adopt heuristic teaching methods to inspire students to think deeply on the basis of understanding the text and imagining the situation of the text. For example, "Which little lion do you like better? Why? " "What are the characteristics of the little lion in the article?" "Do you have anything to learn from the little lion?" Let the students try to talk about their ideas and reasons in their own words and give appropriate comments.
Fourth, connect with life and enlighten wisdom with divergent thinking.
Many primary school textbooks involve the enlightenment of primary school students' wisdom. For example, elephants in Cao Chong, cats fishing, crows drinking water and so on. These texts are a fictional fairy tale world, which is not only in line with the learning interest and cognitive ability of primary school students, but also close to the reality of life and inseparable from life. In the cognitive world of primary school students, they may not realize the connection between text and reality, but subconsciously agree with some behaviors that conform to their cognitive characteristics. Teachers should use practical examples in life to inspire primary school students to think about the content of the text with divergent thinking, and at the same time solve problems in life with the help of practical methods in the text. Primary school students have been able to basically distinguish the difference between fairy tale world and reality. Teachers should make use of this to guide students to think about practical problems in life with divergent thinking. Ask the students to illustrate the scene of drinking water like a crow in life.
Fifth, the necessity of reading the text aloud.
Learning Chinese Pinyin is to facilitate the understanding of Chinese characters, while knowing Chinese characters and learning word formation is to make sentences, and sentences together are compositions. I haven't been exposed to composition in the lower grades of primary school Chinese, but I must have the foundation of preliminary composition. Therefore, primary school Chinese teachers in lower grades should guide primary school students to learn to speak, say what they want to express in sentences and write them out. Reading and writing are inseparable. You must be able to read if you want to write. Reading more will naturally form a sense of language, and writing sentences will not be so difficult. Therefore, it is very necessary to read Chinese texts in primary schools. When learning a new text, teachers can read the text with emotion, and then take the students with them. Every time they finish learning a text, they are required to read it to their parents at home, so as to stimulate students' reading enthusiasm and lay the foundation for sentence-making and writing in the future.
4 primary school Chinese basic knowledge review methods
1, cognitive rules, teaching methods
A lot of knowledge involved in basic knowledge can be found in rules. In review, we should guide students to understand these laws through practice and use these laws to guide students to master relevant knowledge. For example, the distinction between flat tongue and upturned tongue, which is difficult to distinguish in pinyin, is also regular. As we know, most Chinese characters are pictophonetic characters, and most pictophonetic characters with the same vowel sound, such as pictophonetic characters Zheng Zheng, Zheng Zheng and Zheng Zheng. Instead, they all read their tongues flat. The pictophonetic characters before and after nasal rhyme also have the same rule. When reviewing, we can consciously arrange some pictophonetic words with the same pronunciation for students to fill in initials and finals, so that students can find the similarities between initials and finals, let students realize the methods and laws of distinguishing these syllables, remember the representative words of flat, upturned tongue and nasal rhyme that can be compared, enhance their discrimination ability, avoid rote memorization, and thus reduce the review burden.
2. Provide context and consolidate it in use.
A lot of knowledge in basic knowledge is difficult to master by rote memorization. We must guide students to consolidate in application. To use it, we need to provide students with a specific context. For example, the different pronunciations of polyphonic words are determined by specific contexts. The traditional review method is to let students compose music for polyphonic words repeatedly. Therefore, students often make mistakes after doing it several times. Therefore, when reviewing, we should provide students with the specific context of using polyphonic words, so that students can master this knowledge in the specific context, and they will certainly master it more firmly.
3. Play the main role and review independently.
The new curriculum standard points out that students are the masters of Chinese learning and should pay attention to cultivating students' awareness and habits of autonomous learning. In normal teaching, teachers realize the importance of giving full play to subjectivity in learning. However, it is often easy to ignore this point in review, and there are still cases of not being at ease and not letting go. In fact, the sixth grade students already have the initial learning ability. Teachers can put forward the scope and requirements of review, give students some independent time and space, guide them to adopt different review methods according to their own conditions, and strengthen exchanges and inspections between deskmates and groups to enhance the review effect and promote all students to learn to learn and improve in an all-round way.
If you review new words and similar words, you can let students find out the new words that they are not sure about, easy to write wrong, read wrong and use wrong from the list of new words or homework. The classification of synonyms and antonyms can be carried out in the form of interaction between classmates at the same table. For the analysis of punctuation marks, students can correct the wrong punctuation marks from the exercises at the same table, or they can review the basic knowledge comprehensively by asking students to write papers according to the prescribed topics. Give full play to students' subjectivity and let them review independently within a certain range. Only in this way can they be targeted, improve efficiency and learn how to review.