There are different degrees of problems in the connection between Chinese teaching in primary schools and junior high schools. After thinking, I think the specific reasons for this problem can be simply summarized as the following three points:
First, from primary school to junior high school can be said to be a turning point in life, but only two months is not enough to spend this turning point smoothly. The classmates around the sixth grade students are childish children. They are still good at solving problems with naive theories and methods. Although they have their own opinions, they can't handle them as well as adults. When students enter the new learning environment of junior high school, they will feel novelty and excitement, but at the same time they will feel strongly uncomfortable, because they are faced with new teachers and new classmates, and the psychological changes of children determine the difficulty of this connection.
Second, the content of Chinese textbooks in primary and secondary schools is seriously out of touch. The content of primary school textbooks is relatively simple and there are few knowledge points. Teachers generally require students to learn by rote and understand at a shallow level. Primary school teachers have slow lectures, small classroom capacity and repeated exercises. Therefore, the classroom efficiency of primary schools is very high, and most students can master it in class. A very small number of students who can't master it in class can successfully complete their learning tasks through appropriate tutoring after class. In view of the relatively simple subject content in primary schools, students can generally achieve better results under this teaching mode. However, as soon as I entered junior high school, the examination subjects increased obviously, especially the contents of textbooks deepened and the knowledge points increased. In addition to memorizing knowledge points (it is difficult to memorize knowledge points, mainly reflected in classical Chinese), the reading requirements are significantly higher than those in primary school, and more attention is paid to analysis and understanding, making thinking more difficult and greatly improving the requirements for students. However, junior high school Chinese teaching time is short, teachers' class progress is generally faster, and the classroom capacity is large. In addition, students are often merged from several village schools and central primary schools, and the class size is large, so teachers are unlikely to give detailed guidance to everyone, and homework is unlikely to be seriously revised, which requires students to have a high degree of consciousness and complete their homework consciously and independently. There are many middle school exams, which are difficult and time-consuming. Many of them require the transfer of knowledge points, so some students are a little overwhelmed and lose sight of one thing, resulting in a considerable number of students with good Chinese performance in primary schools, and their Chinese performance has dropped sharply after entering junior high school.
Thirdly, the Chinese teaching mode in primary and secondary schools is also out of line. The teaching mode of primary schools is "full support". Teachers often prepare detailed plans when preparing lessons, and the interlanguage is also perfectly designed, which can be said to be watertight. Students learn step by step in the classroom carefully organized by teachers, but the disadvantage of this teaching mode is that it can not fully reflect students' subjectivity. Day after day, students will rely more and more on their teachers; Teachers are not dominant, teachers help more. In this classroom mode, students' personality can not be well publicized, which is far from the requirements of Chinese teaching under the background of new curriculum. Pupils who have adapted to this teaching model for a long time will not be able to adapt to the teaching model in junior high school when they reach junior high school. The Chinese classroom in junior high school is a classroom for students, and teachers return time and space to students in the classroom. Students are the masters of the classroom and the main body of learning and development. According to the characteristics of students' physical and mental development and Chinese learning, teachers will pay attention to students' individual differences and different learning needs, care for students' curiosity and thirst for knowledge, fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. In the whole class, the teacher just plays the role of threading the needle. The classroom is for students. Students can speak freely in the classroom, and their personalities are publicized and dominated. Chinese classroom in junior high school gives people a sense of randomness, but there is also a main line running through the whole classroom, not scattered sand, so this requires teachers to be open and close, so as to be "scattered in form but not in spirit" It can be seen that the difference in teaching mode between primary and secondary schools is also one of the reasons for the disconnection.
These disjointed phenomena make some students lose interest in junior high school Chinese learning, and even have fear of difficulties and resistance. This vicious circle may also affect the study of other subjects. In order to solve these problems, I think Chinese teachers in primary and secondary schools should take active and effective measures to reform Chinese teaching in senior grades and junior high schools in time, strengthen the connection between primary and secondary schools and improve the quality of Chinese teaching. After thinking and practice, I think we should do a good job in the following six aspects:
First, the cohesion of teaching materials. Psychological research shows that senior primary school students have made great progress in cognitive ability, can use concepts for abstract thinking, and are particularly eager for knowledge, but they are not satisfied with the slow pace and single information stimulation in class. Therefore, senior Chinese teachers in primary schools should understand the curriculum requirements of junior Chinese teaching, so as to embody the concept of junior Chinese teaching in primary Chinese teaching, supplement some new knowledge in a divergent way in teaching, satisfy students' thirst for knowledge, improve their interest in learning, expand their knowledge, lay a good foundation for students to enter middle schools and enhance their adaptability. Similarly, Chinese teachers in junior high schools should also understand students' cognitive structure, don't expect too much from students in the transition period, set up a ladder, and don't rush headlong into it, because learning needs to be gradual, and often it can't be achieved in one step.
Second, the connection of teaching mode. Psychologists believe that the physical and mental characteristics of sixth-grade primary school students are close to those of junior high school students, and it is easier for students to learn in fifth and sixth grades. At this time, students' learning needs and learning potential should be fully considered. If the "all-help" teaching mode is still used in the lower grades, it will easily lead to students' more dependence on teachers and lack of autonomous learning ability. Teachers should consciously cultivate students' self-study ability under the premise of understanding the teaching mode of middle schools, and are willing to give students more room for thinking and imagination, and take cultivating self-study ability as the ultimate goal of classroom teaching. This will enable students to better complete the convergence of Chinese learning.
Third, strengthen the interaction between Chinese subjects in primary and secondary schools to form a joint force. Show more Chinese open classes in primary and secondary schools, especially listen to some normal classes, and learn from each other in the process of listening to lectures. In this new situation, I think it is necessary to continue and deeply study the topic of primary and secondary school convergence. Primary and secondary schools should carry out more activities of listening to each other, conduct classroom discussions and truly understand some deep-seated problems.
Fourth, the convergence of study habits. Cultivating students' good study habits is an important part of primary education. The fifth and sixth grade students in primary school are in the late childhood, and the psychological development of children is in a period from naivety to maturity. In this critical period, it is particularly important to cultivate students' study habits. If we get into the habit of writing well, the current composition teaching pays great attention to students' papers and handwriting, especially the composition in the college entrance examination, which scores a lot. Therefore, primary school teachers should seize the opportunity, strive for every student to write a good hand, help students make practical learning plans according to the actual situation, make students' learning gradually change from spontaneous to conscious, and form the habit of previewing before class and reviewing after class. Develop a good habit of attending classes (listen carefully and take notes actively and correctly), and gradually let students consciously increase their reading, because the amount of extracurricular reading determines the breadth and concentration of students' knowledge, and students with large reading capacity have strong acceptance and adaptability after entering colleges and universities. Teachers can introduce suitable extracurricular books to students according to their actual situation, such as Robinson Crusoe, Two Wan Li under the Sea, Camel Xiangzi and so on. And can take corresponding measures to guide and check, so as to form a habit; Gradually develop the habit of keeping a diary. Diary can cultivate students' ability to observe life, train students' writing ability and accumulate materials for future composition writing. Therefore, senior primary school students should pay special attention to this aspect.
Fifth, the convergence of learning methods. Scientific learning methods are very important for learning Chinese well. At present, some junior high school students have poor Chinese performance, partly because of poor learning foundation, but partly because of the lack of scientific learning methods. Therefore, senior primary school teachers should consciously and step by step teach students a set of effective Chinese learning methods, such as how to preview, attend classes, review, do homework and summarize; How to use scientific memory methods to improve learning efficiency; When reading after class, you can give guidance on methods, such as reading methods: selective reading, intensive reading and so on. , how to label, etc. Instruct students how to check correctly after the exam. In a word, teachers should try their best to let students learn to study independently, eliminate dependence, cultivate strong self-study ability and innovative spirit, and truly become the masters of learning.
Sixth, psychological connection. Students in the senior grades of primary school have just entered junior high school. Faced with new teachers, new classmates and new environment, it is inevitable to be novel, nervous and even at a loss, especially some students whose grades have regressed. They often have high self-esteem, but lack self-confidence, are depressed, and even get tired of studying. Faced with these students, teachers should carefully analyze the reasons, constantly enhance their confidence, help them find happiness, self-confidence and motivation in their studies, and strive to make students psychologically.
Although the convergence of Chinese in primary and secondary schools is a difficult problem, as long as we constantly change our teaching concepts, practice hard, sum up in time and reflect constantly, I believe this problem will be solved smoothly.