How to write Chinese notes in junior high school classroom

As the saying goes, "I would rather write it in ink" than "read it a thousand times and write it again". No matter how clearly the teacher explains this lesson in class, if students don't write it down, they will forget it later. Taking notes is the expansion and extension of memory, which is convenient for later review and search. The more profound the knowledge, the more it is based on rote memorization. When taking notes in class, students can be in the best learning state with their brains, hands and ears, which can restrain the "thinking slide", make their attention highly concentrated, improve efficiency and deepen their impressions. Taking notes can also improve writing speed and save time. Teachers should teach students to write Chinese notes from the senior grade of primary school. Students learn to take Chinese notes from an early age, which can lay a foundation for future Chinese study and other subjects' study, form the ability of self-study and develop good study habits, which will not only benefit them at that time, but also benefit them for life. How to take Chinese notes? Students' preview notes, class notes and some Chinese homework should be written in a book, which is collectively called "Chinese notes". This can simplify the complex, which not only reduces the learning burden of students, but also reduces the burden of teachers' correction; There is not only the examination of students' preview, but also the feedback of classroom teaching; And the acceptance of basic knowledge. Teachers can get the effect of "killing three birds with one stone" by correcting Chinese notes. It is best to use 16 "grid preparation notebook" for Chinese notebooks, and draw two straight lines vertically on both sides of each page and divide them into three parts. The one on the left is about two words wide, which is used to record entries and play the role of directory index; The one on the right is about an inch wide and is used for taking notes. This part is to let students use it flexibly and remember some difficult problems, their own evaluations, feelings and learning methods. The contents recorded in this part are not required to be consistent; The middle is the most extensive and important, and the content of learning is recorded in this part. The preparatory work is done, and the next step is how to remember it. Taking Chinese notes can be divided into three stages: 1. Preview before class Students should preview before learning a new lesson, and record what they have learned and the problems that cannot be solved in the preview in the middle part and the right part of the Chinese notes respectively. Words and phrases that can be solved by consulting reference books are all completed at this time, which is one of the three major components of Chinese notes. 2. Class notes This is the most important part of Chinese notes. In Chinese class, students should take notes while listening to the class, record the newly learned contents in the middle column, and record the contents that were not accurately understood during preview and can be corrected now in the remarks column on the right. At this time, we should pay attention to two points: first, the teacher should not talk, the students should listen, remember after class or the teacher should write what he wants to remember on the blackboard, and the students should copy it; Second, students can't write down everything the teacher says. On the basis of understanding, they should listen and think, summarize the main points, summarize them into key sentences or words, and then write them down in Chinese notes, as long as the meaning is right. At the beginning of training, the teacher should speak slowly what needs to be memorized, and repeat long sentences and key points once or twice. Teachers should write down key words, coinage, homophones and confusing and error-prone words on the blackboard to prevent students from making mistakes. 3. After class, students should take notes, remember the problems that have been solved in the text, fill in the missing parts, and generally remember the experience. Good words and sentences in the article can also be extracted through interest. Through the arrangement and review after class, students' understanding of the content has deepened and their understanding has sublimated. The content to be remembered after class also includes some exercises at the back of the textbook, such as words to be copied, words to be explained, the meaning of key sentences to be understood, filling brackets, making sentences and so on. In this way, the content of each class is concentrated on Chinese notes, which is convenient for knowledge classification and review. Students don't have to take another copy to write their homework, but they can hand in their Chinese notes as homework. When correcting Chinese notes, the teacher not only checked the basic knowledge of the course, but also checked the students' preview and lectures. In the process of training, teachers should take students as the center, solicit students' opinions, constantly improve their practices, do not insist on the consistency of form and content, and cultivate students' creativity and innovative thinking ability. Attachment: One of the tasks of Chinese teaching in middle schools is to cultivate students' self-study ability. Self-study ability includes the ability to acquire knowledge, the ability to use knowledge, the ability to organize knowledge and the ability to self-evaluate. Among them, the ability to organize knowledge is particularly critical and is the premise of cultivating other abilities. Taking good class notes is an effective way to store and organize knowledge. The ability to organize knowledge refers to analyzing and synthesizing the acquired knowledge, screening and classifying it, bringing it into the relevant knowledge system in the brain, and making necessary memories. Without the arrangement and storage of knowledge, it is impossible to truly acquire and use knowledge. How do middle school students take notes is the correct method? Teacher Lin Mi summed up a superior note-taking method-"listening and filling" method. Listening to the back, as the name implies, means that while listening to the teacher's explanation, students will explain these words, puzzles and methods in their notebooks. Middle school teachers mainly use voice as the main means to convey words to solve doubts. Lv Shuxiang pointed out: There are four advantages in imparting knowledge by voice-not limited by light, not hindered by obstacles, the effective distance is greater than the picture, and you can make gestures while talking. "The only thing that sounds worse than the image is the lack of stability and persistence." If students learn to listen and memorize, they can sort out and store the ever-changing meanings expressed by teachers with ever-changing voices, making them stable and lasting. However, students can't "listen and remember" mechanically, and don't write down everything the teacher explains, regardless of size. Teachers should train students to "compare" and "summarize", reveal the inherent essential characteristics of the knowledge they have learned, "merge the same kind", draw enlightening rules for learning unknown information, and write them down in an orderly way at one time. Students are bound to pay attention, conform to the teacher's thinking direction, sometimes attend classes, sometimes take notes while listening, and sometimes practice while taking notes, thus completing the process wholeheartedly. Therefore, the implementation of this note-taking method not only cultivates students' ability to acquire knowledge, but also fully mobilizes students' learning enthusiasm, so that students' thinking is always in an exciting state. "Listening and filling" notes can also make efficient use of 45 minutes in class. Students take notes while listening, basically omitting the teacher's "writing on the blackboard" link, and "expressing the meaning of endless changes" by saving the time spent on writing on the blackboard, thus increasing the volume ratio of knowledge in each class. Let students acquire more knowledge, organize this knowledge, and practice the note-taking ability they need in college or later work. The essential feature of "filling" in "listening and recording" is to record while practicing. Teachers should teach students to "touch gold", not just give them "gold". Let students not only "know why" but also "know why". Use the planning and principle of "why" to expand association, analyze problems and solve problems. In the process of solving problems, write down the steps and methods of solving problems in a notebook. The operation of "listening to notes" is as follows: listen to the teacher's sermon-induction and comparison-listen to the principle of law-listen to the teacher's solution to "confusion"-listen to the methods and steps of "solution"-practice "solution" such as explaining the polysemous word "zhi". Summarize and compare the usage rules of "zhi": (1) pronoun (the content of substitution is generally in front of "zhi" and a few are behind "zhi"). (2) Auxiliary words: a, the word "zhi" between "pian" and "Zheng" in more formal noun phrases is equivalent to "de"; B, in the subject-predicate phrase, the "zhi" between "subject" and "predicate" plays the role of canceling sentence independence; C, the "Zhi" of the title mark is located in ...; D, the "zhi" of the post-attribute symbol is located in ...; E, the syllable completed by the word "zhi" is located in ... (3) The position of the verb "zhi" is. (4) ..., and so on. Then listen and remember the best procedure to solve the problem: (1) distinguish the position of "zhi" in the sentence according to its true colors. (2) Confirm the function of "Zhi". (3) Explain the meaning of "Zhi". Then train students to "solve doubts"-find out the "zhi" in specific paragraphs and answer questions according to the above principles, rules and procedures. There are many formats for the specific implementation of the "listening and filling" method: answering, filling in the blanks and table format. "blackboard writing" has not been completely eliminated. For example, the number of topics and questions and the format of notes can be demonstrated by "blackboard+chalk". It's just that the content of the notes is done by "listening and filling". In short, Chinese teaching in middle schools should focus on cultivating students' ability to take notes in class, which will benefit students for life. Further Reading: Text Reprinting of Junior High School Students' Classroom Chinese Notebook Address: | More