First, the history and present situation of language and writing training.
Language and writing training are common problems in Chinese teaching. Language training, once an important member of the Chinese teaching family, seems to have lost its former glory after decades of vicissitudes. Today, it has fallen to the brink of ruin. Since the implementation of the new curriculum standard, there have been many worrying phenomena behind the prosperity of Chinese teaching, one of which is the weakening of language training. With the implementation of the new curriculum, many teachers attach importance to reading forms such as "autonomy, inquiry and openness", and the content of language training is becoming less and less. Teachers lead students to learn to write words in a down-to-earth manner, and it is less and less common for them to cut out chunks of time for language training such as silent reading, retelling and reciting. Even if there is such training, it is not in place because it overemphasizes autonomy; Lack of standardization in expression; The communication of speaking and writing only pays attention to the feedback of content, ignoring the form of language, and often can not be guaranteed by time; The implementation of basic knowledge and the training of basic skills in teaching gradually fade away.
Second, language training-the cornerstone of Chinese teaching in primary schools.
Chinese learning is a process of accumulation, edification and gradual dyeing. It is suitable to adopt repeated and spiral training methods in an attempt to accomplish it overnight, but not suitable for primary school students to learn Chinese and train language and characters. Ye Shengtao pointed out: "Students must be able to read and write, so Chinese classes are specially set up to train them. The ultimate goal is: self-study does not wait for the teacher to speak, and self-composition does not wait for the teacher to correct. Teacher training must achieve these two points in order to succeed in teaching. "Ye Lao's exposition is the ultimate goal of Chinese teaching, and its core lies in the word' self-ability'. If in the usual Chinese teaching activities, teachers can really take students as the main body, follow the rules of language learning, let students see, read and think about the language in each text, and let them participate in the language training as much as possible. In the long run, students can read and write by themselves.
"Chinese Curriculum Standard for Primary Schools" clearly points out that Chinese teaching in primary schools is to "guide students to correctly understand and use the language and characters of the motherland, so that students can have preliminary listening, speaking, reading and writing abilities." It can be seen that language training plays an important role in Chinese teaching in primary schools and is the backbone of Chinese teaching. So, how to train a language?
Third, effective language training methods.
(A correct understanding of the definition of language training.
Some teachers make students copy and write mechanically in order to cope with exams, which is mistaken for language training by many people. To train Chinese characters effectively, we must first understand its definition correctly. As far as Chinese teaching is concerned, training is a language practice activity to cultivate students' Chinese ability. The training mentioned here is mainly the accumulation of language, the improvement of thinking ability and language application ability, as well as the understanding of language knowledge and the discovery of language laws. Language and writing training is different from the simple repetition of craftsmen, but a progressive activity from simple to complex and from extensive to accurate under the guidance of teachers.
(2) Grasp the three links in reading teaching.
When preparing lessons, you should find the right training point and make a good preset; Don't miss the training opportunities in the classroom, and do a good job of generating; Regular training according to the goal of learning period is the three links to do a good job in language and writing training. The successful operation of the three links depends on teachers' proficiency in teaching materials, and also tests teachers' language and writing ability.
1, find the right training point and pay attention to pertinence.
Choosing a good training point and designing a training plan based on it is the basis of doing a good job in training. Sometimes, once a new training point is selected, students can deeply understand the content of the text and carry out effective thinking training. For example, when Beethoven approached the hut in the moonlight, the piano suddenly stopped and there was a conversation between brother and sister in the room. The last sentence of this conversation is what my sister said: "Don't be sad, brother, I'm just saying." The teacher asked: What do you mean by "just saying"? After the students answered, the teacher asked the students to find out which sentence "talking casually" meant. The student pointed out that "how difficult this song is to play!" I've only heard others play it several times, but I don't remember how to play it. If only I could listen to Beethoven himself. "Then ask: Is it true that blind girls talk so casually? The student replied: Because the music is very difficult to play, she is very eager to hear Beethoven play it himself. The teacher then asked: since it was not an expression, why did she say "just an expression"? What does this mean? This question, the students' eyes lit up, and they raised their hands to speak in succession, which was profound and comprehensive. In this way, contact the context, find the right training point, step by step, let students feel the rich connotation of the text, understand the complex mood of the characters, and train their thinking at the same time.
2. Grasp the training opportunity and pay attention to classroom generation.
In class, students ask valuable questions, and there are wonderful speeches or language defects in their speeches, which are good exercise opportunities and valuable curriculum resources. For example, in the teaching of Beautiful Xiaoxing 'anling, students ask: "The snow on the mountain has melted" Why not "melt"? Teachers use this problem to carry out a series of solid language training. First, let the students look up the dictionary and find three words with the same pronunciation: "Rong", "Rong" and "Rong". Then, the teacher guides the students to understand the similarities and differences of these three words. Everyone has the meaning of "blooming", but the conditions of blooming are different, and the meaning of each word is different and the writing is different. The training of similar words not only enriches students' vocabulary accumulation, but also subtly permeates the teaching of morpheme, meaning and Chinese character knowledge.
3. Pay attention to routine training, which is moderate and effective.
In teaching, we must attach great importance to routine training, which mainly refers to the basic language training often used in traditional Chinese teaching, such as learning new words, grasping key words, repeating the main idea, dividing paragraphs, summarizing the meaning of paragraphs, summarizing the central idea, punctuation, speed test, reading and writing. We should often carry out such training according to the learning objectives, the characteristics of teaching materials and after-class exercises. The problem now is that these effective traditional training methods. In fact, the Chinese Curriculum Standard clearly stipulates these routine trainings.
(3) Pay attention to reading, retelling and comparative training in reading teaching.
To strengthen the training of reading and language and writing, students should be fully exposed to language and writing and read more texts. Reading: there are silent reading, reading aloud and reciting. Silent reading is a good way to understand words, get familiar with sentences and perceive content. Reading aloud is not only an effective means to absorb language, but also an effective way to accumulate language and cultivate feelings. In order to improve learning efficiency, recitation is the most effective way to accumulate a large number of language materials.
Paying attention to retelling training and frequent retelling contact are effective means to promote students' negative vocabulary accumulation.
To do a good job in language comparison training, we can also train from the aspects of text comparison, word comparison and sentence transformation. A considerable part of language training requires students to learn the use of vocabulary, and there are a large number of vocabulary in Chinese. Whether students can use the language correctly, fluently and beautifully depends on whether they can understand a large number of words. Vocabulary teaching runs through the whole primary school Chinese teaching, and vocabulary teaching is very important in Chinese teaching.
Mr. Ye Shengtao once said: "Many projects in China have to go through constant practice, perseverance and habits before they can become their own things." Besides, language has a natural connection with life. Only by extending Chinese teaching outside the school and providing students with a lot of opportunities for reading and writing practice can we promote the comprehensive internalization of the language we have learned and achieve the purpose of Chinese reading teaching in primary schools.