First, children must be made to understand that no matter how good you are at math, it is almost impossible to get into a good university if your Chinese is poor. Unless you are one of the best in science in the country, let the university feel that you must be admitted.
Second, we must make children understand that Chinese is certainly not more difficult to learn than mathematics, only because we have not used the right learning methods since childhood. As long as there are still a few years before the senior high school entrance examination, this situation can completely change. It can't be said that upgrading to math is as good as it is, and it is safe to reach the average score.
Thirdly, according to my years of teaching experience, most children with poor Chinese are silent, like thinking, and don't like reading aloud. They learn Chinese and are basically dumb. Even if they read, they read silently or with a small voice. I often only see their mouths moving and can't hear the sound. This practice is very wrong. Reading aloud can effectively cultivate a sense of language, which is very important for Chinese literature. Chinese can sometimes be judged by its sense of language, not by strict logic like science.
In addition, when reading aloud, the human brain obtains information through visual and auditory channels, and stimulates the brain twice to make the memory more profound and firm.
On the other hand, students with excellent Chinese basically like reading aloud.
Fourth, the process of improving Chinese performance is slow. It is suggested to find a teacher to point out the learning methods, read a lot and continue to work hard in the right direction. A lot of reading is essential, and you should spend a fixed time reading extracurricular books every day. There are two misunderstandings to be clarified.
(1) Reading quantity = reading quality.
Reading quantity can only represent how many books you have read, and reading quality represents how much you have understood. In other words, the key to reading is not to read more, but to understand, understand and use.
If the child has been in an unconscious state, he will repeat reading at a low level and his reading ability will not change qualitatively. In other words, reading more books does not guarantee that the level of understanding will inevitably improve.
Of course, being willing to read and enjoying reading is the premise and foundation of reading a good book. Therefore, it must be a good thing for children to like reading and read more. What he lacks is methodological guidance.
(2) Reading ability = Chinese achievement.
Reading comprehension in Chinese examination is quite different from ordinary reading;
1. The reading text on the test paper is often disliked by children, and some are even disgusted by children;
2. The reading comprehension of Chinese test is far beyond children's cognitive level, and children lack relevant background knowledge and are not easy to understand;
3. The answers to reading comprehension questions often have certain routines. If children don't master it, they won't get high marks.
It is often difficult for children to understand the intention of the proposer and to cater to it.
Therefore, it may not be that the child's reading ability is not enough, but that he does not understand the relevant answering skills.
So, I suggest you do this:
1.？ Guide children to keep reading and form good reading habits.
Tell him it's for a living. Compared with reading hobbies and lifelong promotion, Chinese test scores are only important for a while.
2.？ Tell children to read as much as possible.
You can read less at a time, but you must understand. You can retell what you have read in your own words. Generally speaking, it is best to apply what you have read in books to your life.
3.？ Guide children to learn to answer questions.
Exams are inevitable, so we must respond positively. Although I am opposed to the template-based reading comprehension, mastering some fixed routines and getting ideal scores as much as possible can improve children's enthusiasm for learning Chinese and let them go to better schools for further study.
4.？ Constantly encourage children.
The voice that such children hear the most is probably: poor Chinese. The repetition of this sound will make him have a rigid reaction. After a long time, he will form an inertial judgment on himself, thinking that he can't do it, and eventually lose confidence.
We should, on the other hand, say that he can learn well and give him positive psychological hints.
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