In ordinary daily life, everyone should be familiar with sketches, right? Essays, as the name implies, are essays, and the length is generally short. What are the most common essays in daily life? The following is my collection of essays on Chinese language sense teaching for everyone. Welcome everyone to refer to it, I hope I can help you.
Essay on Chinese Language Sense Teaching 1 In Chinese reading teaching in primary schools, in my class or in other Chinese teachers' classes, it often happens that the teacher analyzes and explains a text word by word, and the students are still "two monks scratching their heads", unable to deeply understand the overall meaning of the article. If the teacher guides the students to expand their imagination, read the text aloud with emotion and train with their own real life, the effect is unexpected-many students suddenly realize "so that's it!"
This is the teaching effect of language sense. In our Chinese reading teaching, especially in primary school Chinese teaching, teachers should pay attention to the cultivation of language sense.
According to the theory of modern pedagogy, the new curriculum standard of Chinese requires breaking the knowledge indoctrination which is mainly based on teachers' explanation, analysis and explanation, actively advocating the learning mode of autonomy-cooperation-inquiry, and paying special attention to cultivating good language sense in teaching. The textbooks selected by our Chinese textbooks are all excellent works of high quality and elegant appearance after painstaking efforts and repeated scrutiny by the author. Every word is affectionate and everyone has meaning. Only by strengthening the cultivation and training of students' language sense ability and improving their reading comprehension and expression ability can we combine image thinking with abstract thinking and give play to the infectious role of works.
For a long time, Chinese class has unilaterally emphasized the analysis of the ideological content of the text, neglected the cultivation of language ability, and neglected to let students feel and understand Chinese materials. It pays more attention to analysis and research than Chinese practice, and pursues profound and thorough explanation, but ignores the complacency and the cultivation of language sense since enlightenment.
Mr. Ye Shengtao said: "I think the most important thing in the training of written language is to train the sense of language. It is a keen sense of language. " Mr. Lv Shuxiang also pointed out: "The primary task of Chinese teaching is to cultivate students' sense of language in all directions. Mr. Xia Gaizun clearly emphasized: "A strong and keen sense of language is the core of reading ability and writing ability. "It can be seen that Chinese masters agree that Chinese teaching must pay attention to the cultivation of language sense. Language sense is people's ability to perceive, understand and grasp language intuition, a thorough understanding of language meaning and charm, and a direct reflection of a person's language quality. Students' sense of language directly affects their understanding, accumulation and application of language and the development of their language ability. We should pay enough attention to the cultivation of language sense.
Instructional design:
The article "I love Yangmei in my hometown" selected from the primary school Chinese textbook. "The drizzle is like silk, and the bayberry tree greedily sucks the dew in spring. They stretch evergreen branches all year round. Laugh with long and narrow leaves in the rain and fog. "
After reading this passage, I guide students to expand their imagination and association: we can associate it with the delicacy and softness of silk floss from "drizzle like silk"; From "greedy sucking" to hungry babies; From "stretching" to ease and comfort after getting rid of bondage. The whole passage can make people imagine that Yangmei in the spring rain is a hungry baby, and the mother gently touches the warm embrace, the urgent action and cheerful and comfortable mood when sucking sweet milk.
The artistic conception expressed in this passage is full of vigor and vitality in spring. It should be said that this word processing is full of the author's imagination and association, concrete and vivid. However, superb words are always meaningful, but they lack words. The so-called "implication", "hint" and "force through the back of the paper" leave room for readers to re-create and re-imagine, otherwise "Myrica rubra greedily sucks" and "laughter of long and narrow leaves" will be inexplicable and incomprehensible. The word "greed" was originally derogatory, but when it is used here, even if people are naive and undisguised when sucking breast milk from a thirsty baby, the childlike appearance of craving for gluttony suddenly gives birth to a good impression.
Teaching reflection:
The reason why students can understand the meaning of this passage and produce colorful feelings is not through the teacher's analysis and direct explanation of words, but the role of imagination and association in language sense. The association and imagination in language sense means that students are not subjective at will, but based on the description of the speech object, so as to think of it or conceive the image of something. Imagination and association bring the feeling of words into a brand-new realm. Vivid pictures, moving scenery, rich emotions, strict logic, profound philosophy ... and the resulting aesthetic pleasure will flow in the feeling of words.
Students who read more books will naturally increase their chances of understanding and comprehending language materials. It is necessary to guide students to choose various genres, contents and emotional articles after class, so that students can ponder and taste the characteristics of various words and expressions from their works and feel their "resonance" in expression and expression.
In the future Chinese teaching in primary schools, I will insist on cultivating students' sense of language.
Essays on Chinese Language Sense Teaching 2 "Little Dew" is a beautiful class with accurate and vivid words, which is a good foundation for students to learn and accumulate language. In teaching, I pay attention to cultivating students' sense of language.
In my opinion, language sense is the ability of students to perceive language, including the meaning, emotional color and composition of language. For the third-grade pupils, we should first cultivate students' ability to know the general idea after reading a paragraph. When teaching the first paragraph of nature, I asked the students to talk about what they learned after reading this paragraph on the basis of reading the sentences. The student said that he knew the time when the dewdrop appeared. Some people say that they know where the small dew appears. Some people say that they know that small dewdrops are getting bigger and brighter. This information is the conclusion that students draw after understanding the words. Summarizing this information is a summary of the general idea of this natural paragraph. When teaching the second, third and fourth paragraphs, I showed them one by one. On the basis of students' fluent reading, let the students talk about what these three sentences are about. This is the students' grasp of the general idea of these three natural paragraphs.
Knowing the general idea is only the first step, and the second step is to guide students to cultivate a sense of language in sentence evaluation. The sentences in the second, third and fourth paragraphs are the same, but the words are different. In teaching, I first ask students to find the common ground of these three sentences. Only through communication did the students know that these three sentences were written by Xiao Lu, praised by Xiao Frog, Cricket and Butterfly. They all spoke politely and expressed their feelings of liking dew. After that, I asked the students to find out the difference between these three sentences. Students realize that frogs, crickets and butterflies have different praise languages, different actions and different places to stay. On this basis, let the students perform the small frog, the small cricket and the small butterfly praising the small dew. Students have mastered the expression of sentences, the language expression is fluent and the action performance is in place. At this time, all the students are dewdrops. I asked them to learn the habits of frogs, crickets and butterflies. I thank them and praise them. The student said, "Thank you, little frog who jumped on the big lotus leaf." You really work hard. You've been catching bugs all morning. ""Thank you, little cricket who climbed onto the straw. Your singing is really beautiful. ""Thank you, little butterfly. You are as beautiful as a flower. "
I once read an article about language sense. At that time, two paragraphs were extracted:
Language sense is the general feeling of people's intuition about language, or the process of complex psychological and cognitive activities caused by language and words, and it is a kind of ability to grasp language and words. Language sense is an individual's language literacy, and it is an experiential ability gradually cultivated by individuals in long-term standardized language practice, which can directly and quickly understand and use language.
From the perspective of language sense generation, language sense teaching strategies mainly include: repeated reading, comparative evaluation, concentrated swimming, observation and imagination. Repeated reading is the best strategy to cultivate language sense, which requires eyes, ears, mouth and heart, and emphasizes the direct and overall understanding of language, which is completely consistent with the intuitive understanding of language sense. Comparative evaluation is an effective strategy for classroom language sense teaching. As the saying goes, only contrast can distinguish. Only by comparing different words, different sentence patterns and different word orders can students discover the beauty of language use in the text, evaluate the meaning and mood of the language and cultivate a sense of language. Immersion in swimming is a learning strategy based on familiarity. In the face of language, we ponder, scrutinize and chew. "Every word can't be ignored, and language can understand its spirit." We appreciate, ponder, weigh and compare, and gain beauty, affection and meaning. Observation is to use one's own life experience and reading accumulation to communicate the language and words read in front of one's eyes and touch the author's heart through the bridge of words. Language symbols have no direct sensibility, and can only be transformed into vivid images by association and imagination. You can also create new situations and artistic conception by reorganizing appearances. The sense of language gained in this way is rich and profound.
It seems that what I have done is only superficial. To better cultivate students' sense of language, they must also be trained in swimming, observation and imagination.
Essays on Language Sense Teaching in Chinese 3 Although it has been nearly a hundred years since modern Chinese replaced classical Chinese, the splendid culture created by our great ancestors and the 5,000-year-old Chinese civilization need to be inherited and carried forward by future generations. Therefore, classical Chinese still occupies a considerable proportion in Chinese teaching in middle schools. However, inheriting these immortal cultural heritages has become a big worry for teachers and students. Some people even wrote a jingle saying: I'm afraid of writing, I'm afraid of classical Chinese, and I'm afraid of Zhou Shuren! According to the survey, as many as 86% middle school students hate classical Chinese. What is the reason? One is because there is no language environment of classical Chinese. Today, people communicate and write in the context of modern Chinese. In daily work and life, classical Chinese almost disappeared. In addition, there are obvious differences between classical Chinese and modern Chinese in terms of words, sentences and expressions. Therefore, being unable to read is the biggest obstacle to appreciate classical Chinese, just like most people don't like reading foreign languages and scientific and technological works. I can't get through this, and I can't talk about other feelings. Secondly, there are serious problems in classical Chinese teaching. Nowadays, classical Chinese teaching often only pays attention to the memory accumulation of keywords, words and sentences in articles. It seems that as long as you recite these things, it is no problem to interpret and appreciate ancient Chinese. Actually, it is not. The vocabulary accumulation of classical Chinese and the understanding of ancient Chinese complement each other. Only by truly understanding the text can we effectively remember the words, thus expanding the reading range and achieving the purpose of better appreciating ancient Chinese. So, how to teach classical Chinese well in practical teaching? The advice given by many experts is to cultivate students' sense of classical Chinese.
What is the sense of language in classical Chinese? In fact, it is the ability to feel and understand classical Chinese. It is often said that forming a sense of language is the key to learning a foreign language well. The same is true of classical Chinese. Mr. Wang Ning divided the language sense of classical Chinese into three stages: fragmentary language sense-intermittent language sense-comprehensive language sense. Among them, a comprehensive sense of language means that you can read any ancient classic "unimpeded", which only today's China ancient experts can do. Most students can only reach the first stage. Only through continuous learning and accumulation can we gradually transition to the second stage. From this point of view, it is an unavoidable and vital responsibility for modern Chinese teaching to help students realize the leap between these two stages and guide them to like classical Chinese.
How does classical Chinese cultivate students' sense of language?
First of all, in the process of guiding students in translation, we should adhere to the principle of "literal translation first, free translation second". Because the process of students learning classical Chinese is actually the process of accumulating classical Chinese knowledge. Therefore, only by insisting on literal translation and preserving the characteristics and language style of the original words and expressions can we deepen our understanding and consolidation of classical Chinese words and expressions, especially the function words and some special sentence patterns.
Secondly, students should be encouraged to think more. It is precisely because of the great differences between classical Chinese and modern Chinese. Therefore, when reading classical Chinese, you can't just read it out of thin air. Otherwise, the reading ability of ancient Chinese will not be improved, but will go into misunderstanding and even make jokes. Therefore, in the usual teaching, we must guide students to form a good habit of using reference books. At the same time, when encountering difficult problems, students should be encouraged to think more and explore more to stimulate their curiosity and thirst for knowledge. Only in this way can the students' classical Chinese world be full of vigor and vitality.
Third, pay attention to students' reading transfer of classical Chinese. While teaching the text, carefully select some articles with similar ideas, language styles and writing backgrounds as supplements. Let students deepen their understanding and consolidation of classical Chinese knowledge in comparative reading, and at the same time expand their reading of classical Chinese, which is more helpful to cultivate their sense of classical Chinese language.
Finally, guide students to read more and recite more. As the saying goes, you can recite 300 Tang poems by heart even if you can't write them. Today's students are unfamiliar with classical Chinese because they are "shy in their pockets", and they are also afraid. Mr. Wang Li, a famous language master, said: "We must read more ancient Chinese, and it is best to read dozens of excellent works and immerse ourselves in them." Because only in this way can we help students create a certain classical Chinese language environment in their thinking world, thus forming a sense of classical Chinese language.
Essays on Chinese Language Sense Teaching 4 is specifically a keen sense of language and characters, and the ability to directly and quickly perceive and master characters without logical reasoning in a specific environment. With this ability, it is no longer difficult to learn Chinese well, not to mention all kinds of problems in Chinese. Because language sense is so important, many educators attach great importance to it. Mr. Ye Shengtao once said: "I think the most important thing is to train the sense of language." Article 7, the general goal of Chinese curriculum standard, also puts forward: having independent reading ability, paying attention to emotional experience, having rich accumulation and forming a good sense of language. It can be said that cultivating language sense ability is the ultimate goal of Chinese teaching.
However, the ability of language sense can not be formed overnight, let alone overnight. It is a long-term accumulation process, and because of this, in today's high efficiency and fast pace, the cultivation of language sense ability is paid less and less attention.
First of all, the cultivation of language sense needs to read more books, taste more, ponder more and compare more, so as to continuously improve the ability of appreciation and feeling. But it is an indisputable fact that students study less now. Because there is no time, I have to do physics and chemistry questions and English questions quickly, and I have to attend various remedial classes. Even if it is a text, students read it once and the teacher explains it in a hurry, so students have no time to taste the wonderful language in the text. Often the text is finished, and this lesson is mentioned later, and some students still don't know what it is.
The cultivation of language sense needs more recitation, which is also an important way to cultivate language sense. However, students have little time to recite, and only have time to recite what needs to be recited in the exam instructions, mainly ancient poems, which is too narrow. I remember when we were at school, we didn't have so many ancient texts to recite, so we read the text aloud and read it again and again, unconsciously. Later, when I write a composition, I will unconsciously think of beautiful paragraphs, words and sometimes quote a few words. Many years later, when I think of a text, I can recite many sentences and even judge whether it is used properly.
Listen more, listen more to current political news, and listen more to TV prose exhibitions. You have heard many good words and sentences. They will settle in your mind and you will be familiar with them. But now most students live on campus, and the school doesn't organize students to watch it. They don't have the opportunity to touch the words in the news, and occasionally go home, just like being imprisoned for a long time and just released, playing computer crazily. So it often happens that when doing Chinese problems, especially when modifying sick sentences, you can see the wrong sentences at a glance, but they think they are right. Sometimes I feel embarrassed and I can't say why. This is the sense of language at work.
In this case, I often wonder whether there is something wrong with our educational methods and whether it is a bit reckless. For example, if children are allowed to read more books, recite more, compare tastes and have a strong sense of language, then the chances of making sick sentences will be reduced, and sentences can be revised more accurately. However, many teachers don't want to spend time showing their children books that are out of the scope of examination, but they are willing to make great efforts to make their children recite the so-called "secrets" summarized by experts and professors, such as "incomplete ingredients, improper collocation, unreasonable logic, misuse of related words ..." Many students often "make the deaf speechless and the good people hemiplegia" because of lack of language sense after reciting for a long time.
The same is true of composition. Everyone knows the importance of reading for writing. "If you read a book a hundred times, you will understand its meaning" and "you can recite poems without writing them". Read more books, accumulate more, enhance the sense of language, and naturally keep up with the writing. However, some teachers spend the time that should be used for reading on instructing students to read the composition, painstakingly summarizing how to write the beginning and end that attract teachers, and how to use a composition cover to deal with the ever-changing composition questions. In this way, the students' compositions written on this cover become "two skins" because of poor language and empty content, just like an ugly and dirty person wearing a gorgeous dress, which is so uncoordinated.
As we all know, the ancients studied Chinese mainly by memorizing, remembering, writing, speaking and using. In these four links, the back is the key and the foundation. Solve the words in the article by memorizing and writing. Ask the teacher if you don't understand anything, and the teacher will explain it again. If you don't understand anything, everyone will read aloud. This kind of reading is actually cultivating a sense of language. I think that the ancients can write so many beautiful poems and articles, which can't be said to have nothing to do with this kind of education. We often criticize the ancients for rote learning. Now it seems that this teaching method is not without its merits. In the process of repeated reading and memorizing, students' sense of language is gradually formed, which lays a solid foundation for solving problems and writing in the future. We have tried many methods in Chinese teaching, but the effect is not so ideal. Now, it seems that we should learn from the methods of the ancients and return to the true colors of Chinese-reading more, listening more and accumulating more to form a sense of language.