The second stage (grade 3-4)

(1) read and write independently in real language and writing situations, and preliminarily sort out the relationship between the form, sound and meaning of commonly used Chinese characters.

(2) Pay attention to the correct use of Chinese characters and punctuation marks inside and outside the school, sort out your own findings and communicate with your classmates to correct each other.

(3) Accumulate idioms and allusions, famous sayings of China cultural celebrities, short poems, fresh words and wonderful sentences by reading. Enrich your vocabulary, arrange communication, and get a preliminary understanding of the ideas contained in Chinese excellent traditional culture; In the process of language accumulation and application, understand the functions of synonyms, antonyms and other words, and discover and feel the expressive force and creativity of language.

The third stage (grade 5-6)

(1) Actively read independently in various ways, and sort out the learned Chinese characters according to the rules of font structure of Chinese characters. Enrich the accumulation of vocabulary and pay attention to the emotional color of vocabulary.

(2) Investigate the situation of speaking Putonghua, writing standard words and correctly using punctuation marks inside and outside the school, and sort out and share your own survey results.

(3) Reading excellent poems, sorting out the accumulated language materials such as idioms and allusions, aphorisms and couplets according to the theme, and trying to apply them to daily reading and writing activities to enhance the expression effect.

The fourth stage (grades 7-9)

(1) Discover, feel and express the charm of language in the context of language application. Around Chinese characters, calligraphy, idioms and allusions, couplets, poems and other aspects, we plan to carry out Chinese learning, exhibition and exchange activities to deepen our understanding and understanding of language and its cultural connotation.

(2) Sort out the language phenomena learned, appreciate the language expression skills of excellent works, and preliminarily explore the application rules of language and characters. Learn to sort out words according to their parts of speech, and learn to sort out typical examples of grammar and rhetoric.

(3) Continue to enrich your own accumulation. Classify, appreciate and communicate the accumulated words, famous sentences and poems, and actively use them in daily reading and writing activities to improve their Chinese and cultural literacy.

realize

This part first talks about the main tasks of learning content in the second, third and fourth stages in language accumulation and combing.

From the analysis of our current final exam papers, there are very big problems in this part of memory, especially the students' typos, which mostly appear in dictation questions and large and small compositions. To solve this problem, we must start from the period of low school, and let students sort out the relationship between the sound, shape and meaning of commonly used Chinese characters themselves. Actively read independently in various ways. For example, when reading famous books and extracurricular books, when you encounter words you don't know or have questions, take the initiative to look them up in the dictionary. In the long run, your literacy will be improved.

Secondly, in terms of the use of punctuation, in addition to taking it seriously in the exam, teachers should repeatedly emphasize the repetition of norms in students' compositions, equating the importance of punctuation with typos, attracting students' attention and improving their ability to use punctuation.

Thirdly, for the fresh vocabulary of idioms and allusions, essays of ancient poems and famous sayings of China cultural celebrities, the accumulation of witty sentences should also put forward specific requirements according to the students' learning periods. In addition to the usual excerpts and exams, we should encourage students to use them repeatedly in their own compositions, praise students who often use them in their compositions, and improve students' Chinese and cultural literacy by combining reading and writing.