Let the illustrations in primary school Chinese textbooks become an opportunity to cultivate students' observation ability
If you want to know something, you can't do without careful observation, and the cultivation of observation ability needs a long-term process. Teachers should take illustrations as an opportunity to cultivate students' observation ability and teach them observation methods, such as from near to far, from characters to scenery, from main characters to secondary characters, from whole to region, etc. Only by persisting in long-term systematic observation training can students' observation ability be improved.
For example, the ancient poem "Go for twenty or thirty miles" is particularly illustrated, with small bridges, flowing water, smoke villages, pavilions and peach blossoms. Illustrations present the quiet rural life in the poem to students. When teaching this poem, I first let the students observe the illustrations and then ask them, "What do you see? Are these scenery beautiful? Where is the beauty? " According to the method I taught them before, the students observed the illustrations from near to far and from top to bottom, and soon expressed the beautiful scenery they saw in Jiangnan. It can be seen that the illustrations in the text can not only help students understand the content of the text, but also help to cultivate their observation ability.
Let the illustrations in primary school Chinese textbooks become the fulcrum for students to choose words and make sentences
The texts of Chinese in primary schools are excellent and beautiful. Only by understanding the meaning of words can we really understand the connotation of the article. However, some words are not easy to explain to students. At this time, teachers can guide students to understand the meaning of these words in the text through graphic comparison.
For example, in the process of teaching Captain, when students read that "at this extremely critical moment, Halwei Captain stepped forward and calmly commanded all the staff to evacuate in an orderly manner, but he was killed in the line of duty and sank into the sea with the ship", I showed the text illustrations of Halway standing upright at the bow in time.
In the picture, the captain stared straight ahead, and his face was so peaceful! The last sentence of the text is "In the face of death, he once again used the right to be a hero". This sentence is not easy to understand, but with the help of illustrations, students can intuitively feel the captain's movements and expressions, so as to understand that he gave the hope of life to others and left death to his own self-sacrifice spirit and human beauty of respecting women and caring for children in "Fight to the Death".
Although the "oral communication" link in the textbook of Jiangsu Education Edition has created a platform for students to express themselves orally, in normal teaching, teachers should also strengthen the training for students to speak with pictures and write with words and illustrations, which will help to cultivate students' interest in homework and cultivate students' good homework habits.
For example, when teaching the article "Lotus", I first let the students observe the illustrations in the text, and then let them tell the beauty of the lotus in the painting in their own words. Then, combined with the text, I will see how the author describes the lotus and see how they are different from the lotus described by the author through "comparison". This comparison before speaking can not only improve students' oral expression ability, but also learn the author's expression skills and improve their own expression ability. At the same time, the methods and words used by different students to tell the content of a painting are also full of personality. When listening, students can learn from others' strengths and make up for their own shortcomings.
Let the illustrations in primary school Chinese textbooks give wings to students' imagination.
Without imagination, there is no innovation. Imagination is the premise of innovation, and Chinese learning is also inseparable from imagination. Teachers can use the illustrations in the text to inspire students to imagine from the outside to the inside, so as to carry out creative imagination and writing.
For example, in the teaching of "Prometheus Stealing Fire", in order to let students understand the pain suffered by Prometheus more deeply, I first let students look at the illustrations in the text: the wind roared, Prometheus dragged his disabled body, and his hands and feet were locked on a high cliff with iron rings.
Then, lead the students to imagine: If you were Prometheus, at this moment, there was no food and no water, only the scorching sun, the biting of vultures and endless pain accompanied you, what choice would you make?
Give up and ask Zeus for forgiveness? Or let the vulture be conquered by you and sigh, "You are the real king. I will peck off your hoop and accompany you ..."? Illustrations give wings to students' imagination, so some students write: "relentless scorching sun, please gather your light." Don't you see that Prometheus is thirsty and has no water? " Crazy storm, please stop, your steps are like a knife cutting Prometheus' panel! Do you know who you are destroying? It's Prometheus, he's a selfless Prometheus for mankind! "It can be seen that text illustrations not only improve students' imagination, but also cultivate students' creative thinking, aesthetic ability and Chinese literacy.