How to Cultivate Middle School Students' Chinese Preview Ability According to the requirements of the new curriculum standard, in middle school Chinese classroom teaching, the traditional teacher's whole class teaching and students' passive acceptance have given way to teachers' organizational guidance and students' autonomous learning. Therefore, preview before class has become a very important link that cannot be ignored. Preview is the first link in Chinese learning, and it is also one of the most important links. It is a preparatory activity for students to read, think and practice related learning content under the guidance of teachers, and it is a complex intellectual activity. In teaching, teachers can only get twice the result with half the effort by teaching students the ways and means of preview before class and actively guiding them. On the contrary, no matter how hard teachers try, the teaching effect will not reach the established teaching purpose. So how to cultivate middle school students' preview ability before class, we have to fundamentally say. First, the significance of cultivating Chinese preview ability before class in middle school Chinese teaching. As the old saying goes, "everything is established in advance, and it will be abolished if it is not foreseen." Workers should prepare materials for building houses, farmers should prepare materials for farming, the army should prepare materials for fighting, and the education language in the new year should also prepare materials for fighting. Teachers should prepare lessons in lectures and students should prepare lessons in classes. This is preview. Preview plays an important role in the whole process of knowledge learning. Is an important part of learning knowledge. Its main task is to review and consolidate related old knowledge, initially perceive new textbooks, find out the difficulties of new textbooks, and prepare for learning new knowledge and clearing obstacles. Mr. Ye Shengtao said: "The most important stage of practicing reading is preview. Through preview, students read the text by themselves and move their heads to get understanding. When discussing, they will feel the pleasure of original success when they see that their understanding coincides with the result of discussion. Or if you see that your understanding is inconsistent with the discussion results, you will think for a short time; And when you preview, you will never be confused, confused and unable to solve it. During the discussion, you will concentrate on the solution. This kind of pleasure, thinking and attention is enough to stimulate the interest in reading and improve the effect of reading, which is very valuable. " "Modern Chinese Dictionary" explains preview: "Students teach themselves the lessons to be taught in advance." In fact, preview should include two closely related aspects, namely preview and preview. Preview aims at preview and preview is based on preview. Preview is to listen to lectures better and master knowledge better. From a practical point of view, Chinese preview before class has at least three positive meanings: (1) preview is a space form that students can explore freely. Pre-class preparation is a process in which students feel and learn new knowledge without the specific guidance of teachers, which embodies students' autonomy in learning. In preview, students carry out activities according to their own wishes, interests and abilities, and selectively learn the knowledge in textbooks, so that students can become independent subjects of preview activities. Because of the close connection between old and new knowledge, students must use the old knowledge they have learned when previewing new knowledge. In this way, they review old knowledge invisibly, and what they have learned will naturally be reviewed more and more, and students' understanding of knowledge will naturally deepen and their memory of knowledge will naturally be deep. (2) Preview is the stage for students to exercise their self-study ability. In the whole learning process, if students are not prepared before class, class will be very passive. Besides, they have to listen to lectures in class and take notes for the senior high school entrance examination, which will make them very nervous. Remember to hurry. They simply can't grasp what is important and what is difficult, so it will be time-consuming and laborious to review. If students are prepared before class, they will take the initiative when attending class, the lecture record will be focused, the response to the teacher's enlightening questions will be quick, and the preview will have a multiplier effect. As the saying goes, "a good beginning is half the battle", therefore, to improve classroom teaching, we must attach importance to preview before class. Good preview can stimulate students' strong self-study consciousness and inquiry motivation, and urge them to think and learn actively. In real life, it is proved that most students who preview regularly have strong self-study ability, are more active in learning and have better learning effect. (3) Preview is a prelude to lively classroom teaching. Students who have previewed not only have a certain understanding of the teaching content, but also have confusion and gains. In class, such students pay attention, can actively participate in the knowledge taught by the teacher and seriously think about the questions raised by the teacher. At the same time, the problems encountered in the preview can be raised for teachers and students to discuss together. Professor Yang Zaisui said: Before students learn new knowledge, it is necessary to use some learning resources for proper preview to establish the connection between old and new knowledge. Comenius, a Czech educator, once said: All the knowledge to be taught later should be based on the knowledge taught first. Understanding new knowledge needs old knowledge as the basis. Preview can help students find the weak links in the old knowledge structure, make up these knowledge quickly before class, and clear the obstacles for attending classes. Students who preview before class will check the information in time to solve things they don't understand. If they can't solve it, they will consciously write it down and listen more carefully and emphatically in class. After the teacher's explanation or inspiration, they will have a deeper understanding of the problem, thus improving listening efficiency. It can be seen that preview is the preparation for classroom teaching. Students learn in advance with their own experience and background, and gain their own unique experience and feelings, so that classroom communication is more full, deeper and more effective. Therefore, this habit should be valued, cultivated and popularized. Practice has proved that as a middle school student, correct learning attitude, correct learning methods and good learning habits are undoubtedly the magic weapon to get good grades. Good habits can not only improve the efficiency of learning, make oneself realize behavior control in the process of learning, maintain the constancy of intellectual activities, but also benefit people for life. Second, the problems in pre-class preparation (1) Improper guidance by teachers. Because teachers have not really defined the relationship between cultivating students' preparation habits and improving students' autonomous learning ability, and students' negative attitude towards pre-class preparation, the depth, difficulty and requirements of pre-class preparation are greatly reduced. It is embodied in: 1. The preview content is single. It does not involve the overall perception of the text, nor does it involve questioning the text, let alone promoting or promoting preview through some interesting activities. Generally speaking, it only stays in the dictionary, remembering new words and explaining them. Because the content of preview is single and the scope of preview is too narrow, preview is neither targeted nor deep and broad. 2. The preview form is single. When arranging students to preview, students are only required to read textbooks, not other related books, not to mention surfing the Internet or going to the library to consult other materials related to the text. There is no preparation for the key points and difficulties in the preview, and there is no background material recited by the author. This kind of preview, the teacher is a routine, the students are dealing with things, and the effect is not great. 3. The purpose of preview is not clear. Some teachers talk about previewing the text, but actually they don't think carefully about what students should preview, how to preview and why. Of course, there is no clear preview task, so they have to let students read, read and reread. See what? Textbooks, of course However, no one cares how you look at it and to what extent you see it. Even if students preview or not, teachers can't implement it, let alone give feedback to students. (2) Poor execution of students In Chinese teaching, if students can't keep up with the preview, the progress of every link in the classroom will be blocked again and again: the questions raised in the classroom can't be answered, and even mispronounced sounds abound, and the text stutters, not to mention the questions that they don't understand. How can students who can't read sentences fluently understand the thoughts and feelings expressed in the text, taste and ponder the language, understand the connotation of the language, and understand the expression methods and skills of the language? Even if most students do preview, they basically finish the words, while the questions worth thinking and exploring with their brains are put on hold, waiting for the teacher to analyze and explain them in class. (3) Parents don't pay enough attention to homework before class. Homework before class is reserved for students, but it should be done at home in many cases. Many parents only know that their children have homework, but the content of the homework is not clear. As long as the children read at the table, they don't ask anything else. Neglect of supervision makes children's preview fleeting, and what's more, they don't read or think, leaving the "soft homework" of preview aside. (D) The objective environment is not conducive to students' poor preview effect, and there are also some objective reasons. 1. Because students have too much homework, and they are all hard indicators, so that students are unable to do it, they regard pre-class homework with certain flexible requirements as a soft task that is important to say but not important to do. 2. In today's society, the impetuous atmosphere of not reading, as well as the internet, games and television, all occupy the time for students to preview. Third, measures to cultivate students' preview ability before class (1) Pay attention to stimulate preview interest Einstein said: "Interest is the best teacher." It can be seen that interest is the main source of motivation for preview activities. If we want to strengthen the preview link rather than become a mere formality, we must pay attention to stimulating students' interest in preview, take preview as a pleasure, enjoy it, and gradually develop the good habit of preview over a long period of time. How to stimulate students' interest in preview? In my opinion, we should mainly do the following three things: 1. Change students' understanding of preview and let them realize the benefits of preview through various channels. You can hold an exchange meeting on learning methods through morning talk, and lead the way through typical examples, so that students who have done well in preview and have excellent academic performance can stand up and talk about their experiences and feelings. You can also use the blackboard newspaper and learning garden to publicize the benefits of preview, so that other students can realize that preview can improve classroom efficiency, improve academic performance and make learning easier. 2. Stimulate the interest in learning through the incentive mechanism, and establish various incentive mechanisms according to the actual situation of the class, so that students can have a sense of accomplishment continuously. Students who have prepared well can be given verbal and material rewards. 3. Students have different learning foundations and different learning needs, which requires us to give full consideration to students' differences and make scientific designs when arranging preview homework. For students with poor foundation, the requirements should be lowered. Teachers should let them read the text well and mark new words and phrases that they don't understand. For students who study well, the teacher should let them collect relevant information and ask questions according to the content of the text to see what problems can be solved. The method of arranging preview homework at different levels can fully mobilize students' learning enthusiasm and achieve better preview effect. (2) Strengthen the guidance of preview methods Through the investigation, I found that students are easily misled after sorting out preview ideas, thinking that the homework is too simple. At best, they just read the text and then lose interest, and there is no trace of preview left in the article. This will not only fail to achieve the purpose of preview, but over time, students will form a bad habit of doing things recklessly. Therefore, I decided that the teacher's guidance is very necessary, and it is necessary to properly "help" and embody the word "guidance". There is an old saying: "Teach people to eat fish; And teach people to fish for life. " This sentence inspires us teachers to strengthen the guidance of preview methods, so that students can preview, preview well and preview happily, and achieve the effect that "teaching is to achieve the purpose of not teaching". 1, in order to attract interest and improve students' enthusiasm. Preview the problem design before class, attract interest, stimulate students' reading desire and enthusiasm, and have an explosive effect. Interest is the key to knowledge. Interest can make students excited from a certain depressed state, stimulate their creativity and effectively awaken their desire for problem research. Therefore, if the design of preview questions can arouse students' interest, students can directly immerse themselves in the text and read it carefully. 2. Starting with extracurricular knowledge, arouse students' initiative. Due to the distance between time and space and the lack of knowledge and experience, students are unfamiliar with the characters and knowledge involved in some texts, which affects their further study and understanding of the texts. At this time, teachers can design some simple preview questions to promote students' extracurricular reading, enrich students' perceptual cognition and mobilize students' initiative. If students want to successfully complete this preview task, they should go to the reading room and library to consult newspapers, books or online before class, collect and sort out relevant materials, and guide students to extend from class to extracurricular, so as to enrich the lessons after class, which not only broadens students' knowledge, cultivates students' interest in extracurricular reading, but also deepens students' understanding of the text content. 3. From the perspective of text, teach students to grasp the theme. The so-called "text eye" is a word or sentence that can reveal or prompt the theme in the text. It is the cohesion point of the artistic conception of the article and the blending point of the external connotation of the work, which plays a role in influencing and restricting the whole article in structure. Therefore, in the preview before class, grasping the eye of the text is equivalent to grasping the key to understanding and grasping the text. When previewing the questions before class, the crowning touch that dominates the whole article is actually to seize and open the window of this text, just like the eyes are the windows of the soul, so that we can have a glimpse of the whole article, be condescending, grasp the whole, understand the narrative context of the article and appreciate the deep meaning expressed by the work. 4. Starting from the whole, teach students to systematically master the "whole reading" principle of pre-class preparation, and oppose dismembering the text. We can't ignore the integrity of the article. Students should learn to read as a whole, grasp the meaning of the article from the height of the whole article, understand the author's emotions, learn writing methods, and then be influenced by a higher level of culture. So how can teachers implement this idea well in practical teaching? I think we can make full use of preview as a teaching link. Because students have a lot of time to think, discuss and study in preview, they can start with the theme, structure and image, and many "holistic" problems can't be given time to think in class. We let students think in preview and exchange experiences in class, killing two birds with one stone. 5. Starting from comparative learning, teaching students to transfer knowledge, mainly methods, is to guide students to apply the methods and skills they have mastered in the past to the new text learning process, so that students can have a basic understanding of the unit text content, list and compare according to the methods given by teachers and the inherent characteristics of each text, find out the rules, and realize the lateral transfer of independent learning. Teachers can ask students to list and compare the ideological content, structural layout, character spirit and writing methods of the two texts before class, find out the similarities and differences and experience the same effect. (3) Pre-inspection should be implemented. Preview is not enough. Teachers must strengthen inspection. Only through inspection can it be implemented, and only through evaluation can it be promoted. Teachers can't arrange it casually without checking, otherwise the students' enthusiasm for preview will be relatively weakened. The time for teachers to check students' preview should generally be arranged a few minutes before learning new texts, which can be done by asking questions or spot checks. Teachers should use notebooks to record the students' overall preview, and clearly record what is worthy of further development and what needs improvement. In addition, teachers should clarify the reward and punishment system, give more praise to students with good preview attitude, and give appropriate punishment to students who do not preview consciously. You can also regularly check and evaluate students' preview, show their reading results, and let them enjoy the joy of success, thus further stimulating their interest in preview. So how to really integrate preview into the whole reading teaching? This requires us to create a colorful exhibition stage for students, so that they can fully display their preview results, show their elegance and enjoy the joy of success. For example: 1. When teachers let students be small teachers in class, they can give students a great sense of accomplishment by imparting the knowledge gained in preview, thus prompting them to strive for perfection in future preview. Secondly, let the students correct their mistakes. After our practice, I found that students are very dedicated and highly promote each other in this process. 2. The stories in some articles of the actors are vivid, and students will be very infected in the preview. In class, students can perform interesting performances, and then let everyone evaluate whether their experience in preview is appropriate and whether their understanding is in place, so that students' attention is highly concentrated and they will get twice the result with half the effort. In addition, according to different texts, we can appropriately change the preview methods, which will have different preview results. In various forms of preview examination, students can not only gain knowledge growth, but also improve their own abilities. In a word, teachers should not only cultivate students' interest in preview, teach students the methods of preview, but also formulate a set of effective inspection measures to enable students to form good Chinese preview habits under moderate pressure. Of course, good preview habits cannot be achieved overnight, and everyone has to make efforts. Therefore, I will insist on guiding students to preview before class, so that students can gradually develop the good habit of previewing before class, so that more students can learn to preview, learn to learn and benefit from it! The above is my preliminary exploration on the cultivation and promotion of students' preview ability before class in Chinese teaching in middle schools. Facts have proved that preview is an important condition for a good class, and preview is a self-study exercise, which plays a great role in cultivating ability and developing intelligence. Once students develop good preview habits, they can greatly mobilize their enthusiasm for learning Chinese, thus constantly improving their interest in learning Chinese! Therefore, it is very necessary and arduous to strengthen the guidance and cultivation of students' preview habits, and its role cannot be underestimated.

References: 1. The Importance of Willy's Chinese Preview before Class 20 1 103. Zhao's brief analysis of the importance of pre-class preparation and modern rural science and technology 20 1 108. Guo Jinsong's preview before class. Prepare well before class 20 10-04-02 5. Xu Susong Education Blog [20111-04]