Problems in the teaching of Chinese picture-reading writing in grades one, one and two 1. Students' understanding of pictures is too one-sided. Senior two students are still young, lack of life experience and have low understanding ability. Many times, they can only see some appearances, but can't deeply understand the content in the picture, or can only see one aspect of things and can't fully understand the content conveyed by the picture. For example, in a picture, a child and his mother are eating, and the mother gives all the meat to the child with the words "mother doesn't like meat". Many students really wrote that "mom didn't like meat, so she gave it to her children", which was too one-sided. This is also a difficult problem in teaching. What students write is also intuitive, but it is different from what is reflected in the picture. Because students are biased against the content in the picture.
2. Students lack certain language skills. The language expression ability of second-year students is generally low, which is determined by age and experience. I don't have a hobby of reading when I was a child. I only rely on the accumulation of the first year of junior high school, and my Chinese foundation is very weak. For reading and writing pictures, even if you understand the pictures, you can't express the contents in the pictures well because of your poor expressive ability. It's too colloquial, which is a manifestation of students' lack of language expression ability.
3. Students lack imagination in the process of looking at pictures. There is another important problem in the process of students looking at pictures and writing words. On the one hand, primary school students' imagination is insufficient, on the other hand, teachers' guidance on teaching work is not in place, teaching methods are not inspiring, and students' imagination is not created. As a result, the content written by students at last is empty, straightforward and pale.
Second, improve the teaching strategy of second-grade Chinese composition with pictures.
1, improve students' reading and writing ability. Improving students' ability to look at pictures and write words is the fundamental way to improve teachers' teaching efficiency, not to improve students' grades. Many teachers think that the most fundamental way to improve their teaching efficiency is to improve students' academic performance, which is one-sided. Students' grades are only a reflection of teachers' teaching efficiency, but the most fundamental thing is the improvement of their ability. Therefore, Chinese teachers in primary schools should really understand the actual situation of each student, find out the weaknesses and interests of each student, and adopt appropriate methods to teach scientifically and reasonably, which can not only improve teaching efficiency, but also really improve students' ability to read pictures and write.
2. Focus on stimulating students' interest in learning. Students find it difficult to look at pictures and write words because they are not interested in pictures. Interest is a teacher. Without interest, there is no motivation to learn. "The secret of success lies in interest." Yang Zhenning, a Chinese physicist, said that it is important for students to take reading pictures and writing as a pleasure or a task. If students are willing to learn and take the initiative to learn, the effect can be imagined. For junior two students, they are young, have low self-control, poor concentration, easily distracted and easily attracted by other things, which also increases the difficulty of teachers' teaching. Teachers are required to have interesting teaching modes and methods, pay attention to the changes of students' inner feelings, and mobilize students' learning enthusiasm through the use of interesting teaching activities. For example, we can carry out "three minutes before class" teaching activities, that is, in the first three minutes of class, let a classmate tell a story, a news, a little thing that happened around him and so on. There is no limit to the form, so that students can speak freely. One student in each class takes turns to speak, so that everyone can get exercise. Such three minutes can exercise students' expressive ability and attract others to listen. It has achieved the purpose of attracting students' attention and stimulating their interest in learning. Only when students are interested in learning can they better devote themselves to the later teaching activities and carry out the teaching activities of reading pictures and writing words.
3. Create imagination space for students. Pay attention to details. In the process of writing with pictures, teachers should not only pay attention to the key points, but also pay full attention to the details, which is particularly important in teaching. The content of the picture given by reading and writing is limited and will not give worthless information, so we can't ignore the details in the picture. Details are often more expressive and artistic, making their pictures richer. Therefore, teachers should pay attention to cultivating students' ability to pay attention to details in the teaching process, so that students can give full play to their imagination, open the door of thinking, and let students find breakthrough points through details, so as to be brave in creating and exerting their imagination.
Encourage students to combine imagination with practice. Many students look at pictures and write words just to express the meaning of pictures, but they can also be standardized and orderly, but the language is too simple, lacking imagination and empty content. Imagination does not mean rambling thoughts. It can connect with the reality of life and related reasonable things, and can add color to the written content and make it full of vitality.
Summary:
To sum up, it is not difficult to see that there is still a lot of room for improvement in the teaching of picture composition in senior two. Students' understanding of the picture content is too one-sided and lack of overall and comprehensive perception. Students lack certain language expression ability, and their language expression is too colloquial and pale. For junior students, teachers and parents should pay attention to guide extracurricular reading, make good use of textbook resources, fully stimulate students' imagination, guide students to practice and accumulate writing materials, so that students can be happy with their lack of imagination and write unremarkable things in the process of looking at pictures. Based on this, to solve these problems, Chinese teachers in grade two should start with the following points to improve students' ability to look at pictures and write words, not to value students' grades, but to improve students' ability; Focus on stimulating students' interest in learning, and interest is the teacher of students; Create imagination space for students, let students open the door of imagination and create freely. The second-grade students are still young, so parents and teachers should work together to make the buds bloom beautiful flowers.
extreme
Game teaching is a very popular teaching method for primary school students. At present, many primary schools have introduced this teaching method into the classroom. The application of game teaching in Chinese class of grade two in primary school can not only effectively meet the needs of students' psychological development, respect students' subjectivity, but also effectively mobilize students' enthusiasm, make the teaching atmosphere in Chinese class better and effectively improve the efficiency of Chinese teaching. First, it can effectively stimulate students' interest in learning Chinese and improve learning efficiency.
Chinese in primary school is a very important course, so it is very important to teach students Chinese in an appropriate way at this time. At this time, the cognitive ability of grade two students in primary school is not perfect and they do not have lasting attention. They are often inattentive in class, which affects the progress of the class. Teachers use games to teach students, which can make students focus on the classroom, effectively stimulate students' interest in learning and improve students' learning efficiency.
For example, when learning the text "Kitty Hawk Learn to Fly", teachers can let students play the roles of Kitty Hawk and Eagle respectively. Through students' vivid game performance, not only can the two students who participate in the performance deepen their understanding of the text, but also can let other students feel the scenes described in the text and experience the fun of Chinese teaching during the performance, thus effectively stimulating students' interest in learning Chinese and making students' learning efficiency more efficient.
Second, it can realize the effective combination of theoretical teaching and practical teaching, and make Chinese teaching methods more comprehensive.
The application of game teaching in Chinese teaching in the second grade of primary school can effectively show some situations in Chinese textbooks, so that students can have an immersive and wonderful feeling when learning, so that students will not feel that Chinese knowledge is boring, and at the same time, it can effectively change the learning state of students who only know what they know but don't know why, effectively deepen students' understanding of the knowledge content of textbooks, and make students' knowledge of Chinese more comprehensive.
For example, when studying the article "Mother's Kindness", the teaching method that teachers often used in the past was to tell students according to the textbook. Students just need to listen carefully. This teaching method has always been the main position of teachers in the classroom, and students' subjective initiative has been effectively brought into play, so students often understand the content of Chinese textbooks but can't use them. Using game teaching can break this teaching situation and fully respect students' subjectivity. Let students become the main body of the classroom and go deep into the research and discussion of Chinese textbooks, so that students will have a more thorough understanding of Chinese knowledge and a more comprehensive understanding of Chinese. With the deepening of education development and reform, the cultivation of students' comprehensive quality has become the focus of education. Using gamification teaching can not only strengthen students' understanding of theoretical knowledge, but also enable students to learn to practice Chinese knowledge, cultivate students into comprehensive quality talents, and let students have better development in the future.
Third, create a good classroom atmosphere and make Chinese classes more interesting.
The students in grade two of primary school are not mature enough at this time, and they are full of freshness for everything. Using gamification teaching method to formalize what you like can effectively meet students' psychological needs and let them actively participate in Chinese classroom learning. At the same time, the use of game teaching in Chinese teaching can effectively increase the interest of the classroom, create a good learning atmosphere, and make students get a kind of physical and mental pleasure.
For example, when learning the text "The Sun at Night", using game teaching can make students operate Edison's experiments themselves, effectively improve students' hands-on ability and innovative thinking ability, and also effectively activate the classroom atmosphere, strengthen exchanges and discussions among students, and make the atmosphere of Chinese learning more intense. At the same time, it can also let students learn Edison spirit, constantly inspire students' thinking in the game, effectively cultivate students' innovative thinking and ability, and comprehensively improve students' comprehensive quality.
Fourth, it can effectively cultivate students' sense of unity and cooperation.
In the process of game teaching, students are groups, and Chinese students are no longer individuals. The effective implementation of this process requires constant communication and cooperation between students, which can effectively cultivate students' unity and cooperation ability and class cohesion, enhance students' group consciousness, make the class atmosphere more harmonious, and promote students' healthy growth and study.
For example, when learning the text "Fox and Crow", through games, students can not only understand the personality characteristics of foxes and crows, but also deepen their understanding of the article, teach them not to listen to other people's sweet words casually, and cultivate their good spiritual quality. At the same time, in the process of the game, students need to constantly cooperate with each other. Only by strengthening cooperation and communication between students can Chinese teaching be carried out smoothly, and in this process, students' ability of unity and cooperation can be cultivated, so that students can develop good study habits and spiritual quality and develop in an all-round way.
Tisso
Teaching objectives refer to the expected learning results. National goals are set by the national education department, curriculum goals are set by curriculum experts, and classroom teaching goals are set by teachers. "The role of teaching objectives in teaching and teaching design can be summarized into three functions: guiding teaching, guiding learning and guiding evaluation." Teaching goal is not only the starting point of teaching, but also the end result of teaching. "Teaching-learning-evaluation" is a professional practice based on goals. The goal is to ensure the consistency of teaching, learning and evaluation in classroom teaching. Based on the target taxonomy theory, the author improved the target statement technology, combined with the characteristics of Chinese subject, and refined the annual teaching objectives of the curriculum standard (refer to the Chinese Curriculum Standard for Compulsory Education (20 1 1 Edition), the same below) into unit teaching objectives and class teaching objectives, and formulated a clear, concrete, observable and measurable second-grade Chinese teaching target system.
First, based on the "standard", refine the target level.
According to the hierarchical structure, the curriculum standards are divided into four parts: 1~2, 3~4, 5~6 and 7~9. The fields include "reading and writing, reading, writing, oral communication and comprehensive learning" and learning fields. However, in the compulsory education stage, daily teaching is not carried out completely according to the field. For example, "reading class" is the main part of the whole Chinese course. In the "reading class", we should also carry out the learning tasks of "literacy, writing, practice, oral communication and comprehensive learning". Therefore, such a hierarchical structure can not help teachers to set specific teaching goals directly. In addition, in actual teaching, the progress of learning is chronological, and the teaching objectives of each learning period are divided into grades and semesters. Every semester's teaching is based on teaching materials, and the teaching is divided into several teaching stages based on teaching materials. For teachers, it is to implement the unit teaching task through one class, and then implement the teaching task of this semester through the teaching of each unit.
To sum up, in order to improve teachers' goal consciousness and give full play to the role of teaching goals in teaching guidance, learning guidance and evaluation, we must first have a clear and definite goal system based on curriculum standards, serving the actual teaching, and taking teaching time as the order, from annual goals to grade, semester and unit teaching goals, and then teachers should make classroom teaching goals based on this.
Second, based on "Chinese", reorganize the content of teaching objectives.
"Curriculum Standard" clearly points out that the nature of Chinese subject is: "Chinese course is a comprehensive and practical course for learning the use of language and characters." In the curriculum standard, the main learning areas of Chinese subject include reading and writing, reading, practice, oral communication and comprehensive learning. This classification method can effectively help teachers to focus on the ontology knowledge of Chinese subject and guide teachers to choose teaching content and design teaching. However, the contents of various fields in this classification standard overlap and repeat, and the detailed rules are too broad to be used as the basis for measurement and evaluation.
Taking the teaching of literacy and writing in the first period as an example, the curriculum standard further refines the target content from the aspects of literacy, writing quantity, attitude and habit. However, Chinese characters are a combination of sound, form and meaning. The teaching objectives of literacy and writing not only include reading and writing, but also require understanding and application. Therefore, in practical teaching, literacy and writing teaching are always linked with vocabulary teaching. Even the teaching of specialized literacy units or "literacy gas stations" should follow the principles of "words cannot be separated from words, words cannot be separated from sentences" and "literacy in context". Vocabulary teaching is placed in the field of "reading" in the curriculum standard, and there is only one simple one: "Understand the meaning of words in the text in combination with the context and real life, and accumulate words in reading". Due to the lack of a clear definition of goals, word teaching has not received enough attention in front-line classrooms for a long time, and most teachers' word teaching only stays at the level of reading and memory, thus weakening the benefits of word teaching.
Referring to the arrangement of textbooks compiled by the Ministry, the author rearranged the target content of each field according to the four fields of "applying what you have learned, choosing words and making sentences", "reading", "expression" and "study habits", and refined it according to the content of each textbook. This classification is more in line with the basic nature and characteristics of Chinese subject, and can also help teachers to define teaching objectives.
Thirdly, according to "classification", the level of teaching objectives is defined.
Teaching objectives refer to students' expected learning results. Students should have different results in the same teaching content and at different stages. In order to achieve different learning effects, teaching should have different emphases and adopt different teaching strategies. For example, the literacy teaching in the first period follows the principle of "recognizing more and writing less", and the teaching objectives of "recognizing" and "writing" are arranged separately. There are about 65,438 commonly used Chinese characters for "recognizing" and about 800 commonly used Chinese characters for "writing". According to the research of psychologists, "literacy" emphasizes the whole recitation, while "writing" requires careful analysis of the content of writing. "Recognizing more" means reading early, and "writing" means not only learning to write, but more importantly being able to express. Therefore, the teaching goal of literacy and writing is not limited to "knowing 1600 commonly used Chinese characters, about 800 of which can write", but also includes word formation, understanding, accumulation and use. Therefore, we need to further clarify the level of teaching objectives on the basis of curriculum standards, express them with concrete observable and measurable behavioral verbs, make the teaching objectives more clear, give play to the function of guiding teaching, learning and evaluation, and ensure the consistency of teaching, learning and evaluation.
Taking the "Word and Sentence Application Board" in Senior Two as an example, the author divides the learning content of this board from simple to complex into three first-level indicators: memory, understanding and application, and further refines it into 1 1 a second-level indicator. According to the curriculum standards and the first phase of literacy in textbooks, it is clear at a glance how much each content should be taught and how to evaluate it.
To sum up, the goal is to ensure the consistency of teaching, learning and evaluation in classroom teaching. Based on the curriculum standards, the author helps teachers to improve the skills of stating teaching objectives from three aspects: the nature and characteristics of Chinese subject and the classification of objectives, thus helping teachers to state "accurate, clear, observable and measurable" teaching objectives in teaching design, which provides an effective guarantee for improving classroom teaching efficiency.