Of course, improving the efficiency of Chinese teaching is a big article, involving all aspects, and it must be written by colleagues in the primary school Chinese teaching field. I often think that learning Chinese is a bit like learning drama. To learn drama, you must first practice singing, speaking clearly, posture, eyes and gestures, and then learn a drama. What are the "singing, speaking, body, eyes, hands and feet" in learning Chinese? That is "word, word and sentence". How can you write a good composition without practicing the basic skills of "characters, words and sentences" and trying to understand the article from the beginning? Therefore, I think it is very important to strengthen the training of words and sentences, make the teaching of words and sentences more in place, let students know how to read, how to use words and how to make sentences, and improve the efficiency of Chinese teaching.
First, effectively help students pass dyslexia.
Literacy is the basis of reading and writing, and it is the first level of learning Chinese. However, getting started is very difficult. If a person does not read much, not only can he not write a composition, but even reading will be very difficult. It is now stipulated that primary schools should know 2,500 to 3,000 Chinese characters, which is considered as an important dividing line in literacy teaching. If this literacy level is not reached, students' listening, speaking, reading and writing abilities will be greatly limited. Someone joked, "How can we fight without 3,000 soldiers and horses?" Some experts say that if a person can't read the word 1500, he is illiterate or semi-illiterate, let alone read and write normally. Therefore, China has always attached great importance to literacy, emphasizing the need to pass the literacy barrier. Mr. Zhang Zhigong put it well: "Chinese characters have to be learned one by one, recited one by one, and learned to count one by one." He also said: "Literacy and writing are hard work, and there is no ambiguity at all. It has no tricks to find, no shortcuts to find, and it can only be mastered one by one. " At present, our literacy teaching situation is not optimistic. More specifically, students' literacy is not very good. The new words learned have not been consolidated, and a large number of them have come back to life; When writing a composition, I can't even write some common words, and sometimes I use homophones and homophones instead. There are an amazing number of typos in Chinese homework, which will continue to appear next time after this revision. This tells us that literacy should be emphasized not only in the lower grades, but also in every word. Don't relax at all in the middle and senior grades. Every word should be in place and consolidated. For commonly used Chinese characters, we must be able to read, recognize, write and use. In order to do this, we should pay special attention to several problems.
First, we should cultivate and improve students' ability to distinguish words. Because with the improvement of literacy, students often have all kinds of confusion. How can we prevent students from making mistakes in reading, writing and using? In my opinion, students are often reminded to pay attention to the relationship between new words and familiar words, make clear their similarities, distinguish their differences, and learn new words by means of classification and comparison. If there is disyllabic phenomenon in Chinese characters, it is necessary to divide disyllabic words into different words, and then distinguish the pronunciation of words according to words, so that students can master the method of determining pronunciation according to words. Another example is the phenomenon that a sound has multiple words, which is also a difficult problem. When students learn homophones with the same pronunciation but similar or different glyphs, they will often be confused and arrogant. For example, the homonym of "wealth, talent and material" is easy to be confused. The teacher can analyze their similarities first, and the three words are all beside the sound: "Cai", pronounced as cá i. Then analyze their differences. The three words have different shapes, and "wealth" is the money from the shell. Generally speaking, it is related to the "shell"; "Wood" refers to wood from "wood" and is related to "wood". Chinese characters are ideographic and different shapes have different meanings. In this way, distinguishing between the shape and the meaning of words can help students accurately grasp the shape of homophones, understand the meaning of words and prevent the occurrence of typos.
Second, teach students the regular knowledge of glyph structure and improve their ability of independent literacy. Chinese characters are usually considered difficult.
Learning, difficult to remember, difficult to write, and of course difficult to teach. But everyone ignores the basic fact that more than 80% of Chinese characters are pictophonetic characters, that is, some express sounds and some express meanings. If students master this basic structural law, literacy teaching can turn the difficult into the easy, the complicated into the simple, and the teaching can be lively and interesting. For example, the word "earthworm" was well taught by teacher Si Xia: "Earthworms are tapeworms, so they are next to the word" worm ". It lives in the soil, so the word "mountain" is added next to the word "worm"; It has no feet, so it can't be written as' soldier'. The earthworm's body is curved, like a bow, and sometimes it is straight and a straight line, so the word' earthworm' adds a' lead' next to the worm. " If you teach like Mr Smith, who will forget the word "earthworm"? More importantly, after students know the word-formation rules of pictophonetic characters, the shape of each new word will become the object of discrimination. Because in the eyes of students, there are familiar words in new words and known words in new words, so there is no need to learn Chinese.
Third, literacy should be combined with writing. Experienced teachers know that writing is a good way to consolidate literacy. The close combination of literacy and writing not only consolidates literacy, but also practices writing. It's killing two birds with one stone. Why not? The problem now is that there is a widespread phenomenon of recognizing the back and ignoring the writing. Teachers should know that handwriting is better than asking students to say it several times. In addition, writing should be arranged in class, but the amount of writing should not be too much and the time should not be too little, so that most students can finish it within the specified time. If the teacher doesn't give the students enough time and arrange a lot of writing, it will cause the students' handwriting to be scribbled, scribbled and misspelled.
Second, word teaching must be in place.
A word is the smallest language unit that can be used independently. We understand the meaning of language and learn grammar rules according to words instead of words. It can be said that words and sentences are the most basic units of an article. Listening, speaking, reading and writing are inseparable from the understanding and application of words and sentences. Therefore, in primary school Chinese teaching, the training of words and sentences should be the most basic, important and frequent training. Aiming at some problems existing in vocabulary teaching, this paper puts forward some suggestions on the understanding, discrimination and collocation of vocabulary:
1. The interpretation of the text should be comprehensive, accurate and in place.
A common mistake in word interpretation is to explain part of the meaning of a word and ignore or omit an important content in the word, which is quite common in classroom teaching. Incomplete explanation leads to students' incomplete and inaccurate understanding, which leads to improper use of words and the consequences are quite serious. If "rare birds and animals" are interpreted as exotic beasts, only "exotic" and "wild animals" are explained, but "exotic" and "flying birds" are not considered. Reading "candlelight night tour" as night tour obviously only pays attention to "night tour" and does not contact "candle" to understand: night tour with candles lit. A typical example is the understanding of "familiarity" in "Young Runtu". I have listened to many classes, and nine times out of ten students interpret it as "knowing". The teacher neither asked nor added the word "cooked" that the students missed. It can be seen that the sloppy, sloppy, imprecise, inaccurate and inadequate interpretation of words is a common problem. Therefore, in order to fully and accurately explain words, we must carefully study and scrutinize the meaning of each word that constitutes words, and strive not to miss any word in the words.
2. The understanding of words should not be divorced from the language environment of the text.
Teachers are often heard to check the understanding of words in class, while students' explanations often stay on the understanding of literal meaning. Children don't know that once a word is composed into a sentence and written into an article, its meaning changes and it becomes diverse and rich. Because the same word often has different meanings in different language environments. I once listened to my teacher and my uncle, Mr. Lu Xun. When the teacher talks about reading the text, let the students explain the word "swallowing dates" Even three students have nothing to do with the context, so they don't meet the requirements. The first student said, "Eat dates with meat and stones." The second student said, "Swallow a big red date." The third student said, "If you don't chew something, you can swallow it whole." So, the teacher asked the students to talk about the meaning of this word in the text, and made such an inspiration: this word is about eating dates, so what is the text about? This word also tells how to eat dates. What is this text about? Under the guidance of the teacher, the students finally understood the meaning of the word in the text: it means reading and learning without thinking or analyzing, so they didn't really understand the content of the book. What is exciting is that the teacher's teaching of this word is not over. In order to check the students' understanding, he asked another question: Where did you see that the word "I" in the text was "swallowed"? From the students' speeches, we know that they have understood the meaning of "swallowing dates" in the text. I think this teacher's vocabulary teaching has achieved the goal that words cannot be separated from sentences and words cannot be separated from the beginning, which is commendable.
3. Strengthen the training of word discrimination and collocation.
Accurate use of words requires us to be good at distinguishing the subtle differences between many synonyms in the language. This kind of discrimination training should be carried out in daily Chinese teaching. For example, there is a sentence in the lesson "Precious Textbooks", which expresses the inner desire of teachers and students in Yan 'an primary school for a teaching book: "How eager we are to have a printed textbook!" When the teacher was teaching, he asked, "Is it okay to change the' desire' here to' hope'?" Some students said of course, and the teacher further asked, "If you can, why use' desire' instead of' hope' in the text?" In this way, students realize that the use of "desire" expresses people's eagerness to get textbooks, which is more profound and intense emotionally. The practice of word collocation is also very important for students to use words correctly and make sentences. Some people have analyzed the typical ill sentences of hundreds of students and found that these sentences have become ill sentences, and about one third of them have word collocation errors. Although some words have the same meaning, they are often used with different objects. For example, the basic meanings of "maintenance" and "maintenance" are similar, but "maintenance" is often used with words such as life, order, situation, condition and state. And "keeping" is often used with words such as cleanliness, hygiene, health, tradition, record and glory. This shows that word collocation has certain rules or habits. We should strengthen this kind of training, enhance students' sense of language, and be familiar with the rules and habits of word collocation.
Third, strengthen sentence-making practice and improve word usage.
Making sentences is a good practice for students to use words. Regrettably, in the current Chinese teaching, sentence-making is a form of training that has been greatly neglected. Some people say that sentence-making is ignored, which is not a joke. Sentence-making is of course influenced by this cold reception and the baton of the exam. For many years, there are few or no sentences in the examination papers of primary school graduation exams. Under the guidance of the idea of "teaching what to test", the status of sentence-making naturally plummeted. In fact, the examiner has his own difficulties in excluding sentences when drafting questions. Because the current exam proposition can not be completely divorced from the textbook, and the number of words needed to make sentences in the textbook is very limited. If you test the sentences specified in the textbook, students are likely to copy the sentences from their usual homework, so it is difficult to test the students' real level; If you choose words beyond the requirements of the textbook, you are afraid that the burden on teachers and students will increase because you are beyond the scope of the exam. Considering that the composition in the examination paper has comprehensively examined the students' ability to choose words and make sentences, it is often no longer necessary to make sentences separately in the joint examination. I think, knowing the ins and outs of the matter, as a Chinese teacher, we should try our best to get rid of the shackles of exams and restore the proper position of sentence-making in Chinese training. That is, enhance the awareness of sentence-making, create various conditions and find various ways to give students more opportunities to practice using words.
That's what the famous special-grade teacher Wan Yongfu did. When he was teaching my uncle, Mr. Lu Xun, the students understood the words "swallowing dates" and "struggling" initially, and were further inspired to think about the relationship between these two words in the text. When the students understood that there was a causal relationship between the two words, he asked them to say a sentence with "because of this" and use the words "swallowed" and "struggled". A student said, "Because I study hard, I always speak proudly." Another student said, "Because' I' swallowed my book, I often talk to my uncle with an arrogant attitude." Another classmate said it was causal inversion: "I talked to my uncle, so I was arrogant because I swallowed a book." In teaching, "it's dark around, so it's not easy to hit the wall?" In this sentence, Mr. Wan designed an exercise for students to turn this rhetorical question into a declarative sentence, and let everyone compare it to see who said it with more certainty. One student said, "It's dark around, so it's easy to hit a wall." Another student said more definitely: "It's easy to hit the wall with black holes around!" " The third student added a little more emphasis: "It's dark around, so it's easy to hit a wall." Among the three students, one uses "very", one uses "of course" and one uses "very", and the tone is more positive than the other. This kind of teaching not only achieves the purpose of rewriting sentences, but also carries out sentence-making training with diverse meanings and words.
Sentence-making should not only be based on the content of the text, but also train students to use words. More importantly, let students use what they have learned, that is, their own words, to tell what they see, hear and feel. At this time, the teacher's guidance should open students' minds and help them find rich sentence-making content. For example, the "relish" that students learn from the text is associated with "eating". When students make sentences, they will only match in this way, resulting in the phenomenon of similar content and single sentence. In fact, "with relish" means a strong interest, which can be used to listen to stories, speeches and lectures; Can be used to watch performances,
Watch TV, read books and newspapers; It can also be used to tell stories, tell jokes, tell things and so on. This shows that "with relish" has a wide range of uses. Knowing this, students' thinking of sentence-making will be broadened, the subject matter will be extensive, and the content of sentence-making will be more colorful. By making sentences, we can further deepen our understanding of words.
A journey of a thousand miles begins with a single step, and tall buildings rise from the ground. As an enlightenment stage, where should Chinese teaching in primary schools start? Our answer is: based on words and sentences.