Chinese teaching thesis for the second grade of primary school
The students in grade two of primary school are all seven or eight years old. They are naive, lively and curious. They prefer to accept new things, but it is not easy to concentrate for a long time. At the same time, these children are like a blank sheet of paper. Teachers should learn how to teach children and cultivate students' ability and character from dolls. Therefore, teachers should pay attention to the improvement of teaching quality, don't let students learn by rote, think the course is boring, and try their best to enliven the classroom atmosphere so that students can learn and grow in happiness. This paper analyzes and expounds how to improve the quality of Chinese teaching in the second grade of primary school. First, create an active classroom atmosphere
The students in Grade Two are all children, and they prefer to study in a relaxed and active classroom atmosphere. A good teaching environment determines the degree to which students accept knowledge. Therefore, teachers should strive to create a good and active classroom atmosphere, thus stimulating students' interest in learning. Interest is the teacher of children, and it is also important to stimulate students' interest.
For example, in the teaching of Unit 3 "Looking at the sky from the well" in the first volume of the second grade primary school language published by People's Education Press, teachers should lead students to play a game. The teacher can put the book on the students' eyes and ask the students how big the sky is, so that the students' answers will be closer and closer to the answers of frogs in the well. So, let the students walk into the frog's heart now, and then let the students move the book away from their eyes. Let's look at the sky in front of us. At this time, students will suddenly realize that the sky is invisible. Let students understand the text in practice and let them know that we should jump out to see the world instead of always judging subjectively and sticking to a small place. In this way, students will easily understand the meaning of this text and learn important knowledge at the same time.
Second, enrich the teaching content.
Children aged * are at the age of listening to stories, and they like to know different characters in different stories. Teachers must grasp this point and enrich the teaching content, so as to stimulate students' exploration and knowledge.
For example, after teaching the text "Edison saves mother" in Unit 8 of the Chinese textbook for grade two in primary school, teachers can tell students some other stories about Edison to enrich his teaching content. For example, the teacher can introduce the great American inventor Edison, who not only invented the incandescent lamp, but also invented the phonograph, which are the two most important inventions in Edison's life. In addition, tell the students a story about a great inventor Edison incubating eggs: "Edison was a brainy child since he was a child, and his curiosity was particularly strong. One morning, when my mother found Edison missing, she mobilized the whole family to look for Edison everywhere. I couldn't find him all the time, only to find that little Edison was lying next to the henhouse with a pile of eggs under his stomach. At this time, the students can guess what little Edison is doing, and there will definitely be various answers. Then the teacher went on to say that he wanted to feed the chicken with his stomach. As a result, the egg was crushed by little Edison. He finally understood that hens can hatch chicks, but people can't hatch chicks for some reason. " Teachers can teach children some extracurricular knowledge and short stories while talking about the text, so as to catch students' attention and enrich their extracurricular knowledge.
Third, innovative teaching methods
Chinese is a subject to cultivate children's various abilities, and literacy is the most basic and important part of Chinese teaching in primary schools. Faced with such an important but boring teaching content, teachers can use crossword puzzles to guide students to read and write, for example, the goalkeeper-flash; Someone stole a car-lost; Bite off the cow's tail-advanced. And use this teaching method to let students experience the wonder of Chinese characters and deepen their understanding and memory of students' words; And after a long time, students can make up their own crossword puzzles, so that students can use their brains while playing games. Then, the teacher will give some rewards to the students who take the initiative to fill in the crossword puzzle when necessary. This kind of motivation will improve students' interest in learning new words to some extent.
In addition, teachers should also cultivate students' reading and performance ability. For example, when learning a lilac, teachers can let students read aloud with emotion according to their own understanding, or they can hold a reading contest in class appropriately to cultivate students' reading ability. Or in the teaching of "Xiaoliu and Jujube", choose two students to have a dialogue, one plays Xiaoliu and the other plays Jujube, with personal actions and feelings, to achieve the effect of cultivating students' performance ability, so that students can get all-round development in Chinese class.
The second grade Chinese teaching thesis in the second primary school
Keywords: typo teaching strategy for grade two 1. Definition of typo
As the name implies, typo refers to the typo that directly or indirectly affects students' writing situation in various ways when they are in contact with and express in writing, so that students can finish their daily Chinese homework, answer Chinese test papers or answer questions in various forms of written words intentionally or unintentionally.
Second, teachers' dilemma in dealing with typos in grade two Chinese.
(A) the confusion of the basic elements of Chinese characters
Chinese characters, as one of the basic elements of Chinese in primary schools, are the basic writing elements developed by combining the political, economic and cultural factors in China from ancient times to the present. The structure of Chinese characters is composed of basic strokes, which can be combined into different basic components of Chinese characters through the combination of more than 30 basic strokes. Because different strokes are mutually inclusive and interrelated, more than 500 basic Chinese character components have been formed.
When different kinds of strokes are combined in an appropriate way, complex and changeable Chinese characters are born. Because the basic stroke types and unique structure of Chinese characters are combined with each other to some extent, Chinese characters themselves are objective, independent and flexible. Although the complexity of Chinese characters is an objective phenomenon, the diversification of Chinese characters is only one of the basic factors that cause students to write typos, and can not be regarded as the influencing factor of manufacturing problems.
(B) the reasons for students to produce typos
1, students' literacy efficiency is low. Senior two students, as one of the lower grade students in primary school, began to accumulate a certain number and types of Chinese characters after learning Chinese character literacy in senior one. Different students in the same teaching environment often lead to different literacy patterns because of their respective observation points, cognitive attitudes and memory patterns. When learning Chinese characters, students need to know and remember the components, strokes and meanings of Chinese characters. If students don't classify and generalize reasonably, it is easy to confuse the basic elements of Chinese characters.
In daily study and homework, if some students don't work hard enough and don't really understand and recognize the original meaning and value of Chinese characters, it is easy to use Chinese characters unilaterally, which leads to the dilemma of changing the combination mode or components of Chinese characters wrongly. Mainly divided into two forms. One is that students can't learn, understand and memorize some Chinese characters in books in time, which leads to the basic factors that can't complete "writing" when listening, speaking and writing; The other is that some students have no correct attitude when writing Chinese strokes, which leads to incorrect or irregular writing.
2. The limitations of physical and mental consciousness. When learning Chinese, grade two pupils will make some progress because of the synchronous development of physical development and mental activities. Pupils not only have a strong sense of imitation, but also gradually begin to learn to understand the objective world through listening, speaking and looking. However, although students can promote their physical and mental development in the first year of study, they are still in the embryonic stage objectively. Therefore, students' physical and mental development needs to be improved. Therefore, when learning and memorizing Chinese characters, junior two students may unconsciously reduce the correct rate of literacy because they are not focused enough when memorizing Chinese characters.
(C) teachers' misunderstanding of "emphasizing writing" in the teaching process
In the process of Chinese teaching in the lower grades of primary schools, the teaching mode of arranging, organizing and maintaining literacy for students has always been one of the basic components of daily Chinese teaching in primary schools. Macroscopically speaking, writing is the creative condition of language works such as phrases, sentences and works, so it can be regarded as an indispensable prerequisite for Chinese teaching in primary schools.
However, objectively, the strengthening of students' sense of competition will often make teachers focus on a variety of teaching activities in their daily teaching, such as adding music, pictures, videos and other compelling media, thus unconsciously ignoring the daily arrangement of literacy classes. Although students' contact with Chinese characters is gradually increasing, most Chinese characters have their own writing order, light and dark meaning and fixed collocation. Therefore, if Chinese teachers don't realize the importance of Chinese character teaching in the daily teaching of grade two, it will be easy to simplify or even ignore the basic learning mode of primary school students' literacy, which will cause certain hidden dangers to students' later development.
Third, the teaching strategy of dealing with typos in the second grade of primary school
(A) to collect common typos and strengthen the rationality of literacy teaching.
Chinese teachers should flexibly consider, observe and summarize the physical and mental characteristics of junior two students, regularly collect, analyze and sort out the typos in students' daily Chinese homework and test papers, and objectively analyze the common typos of most students in combination with the Chinese characters written by students at different learning stages in the class, so as to improve the rationality, comprehensiveness and objectivity of literacy teaching to a certain extent, so that teachers can be targeted when guiding students to correct typos.
(2) Cultivate students' curiosity and strengthen daily literacy teaching.
Because the second-grade students are still in the lower grade stage, teachers must learn to use different teaching forms to strengthen daily literacy teaching in Chinese teaching. In order to cultivate students' curiosity, Chinese teachers can make full use of students' imitation advantages and reasonably refer to stories, pictures and videos related to Chinese characters when designing, introducing and guiding students to learn daily literacy. When Chinese teachers can guide students to learn Chinese characters consciously through flexible and diverse teaching forms, they can promote students to increase their understanding and familiarity with Chinese characters in life and study, reduce the confusion of Chinese characters, promote students to actively learn Chinese knowledge, and lay a foundation for long-term development.
(3) Cultivate students' short-term memory and strengthen the literacy rate.
Short-term memory is one of the essential learning forms for primary school students in their daily study. If Chinese teachers want to solve the problem of students' inattention, they should analyze and summarize students' common typos from macro and micro perspectives, and make full use of students' self-awareness consciously in daily classroom education, so that students can learn from different channels, different emphases and different forms, for example, let students copy typos several times, deepen their memory of Chinese characters or arrange limited time to see who can find out the typos fastest, thus improving the correct rate of students' literacy.
Fourth, summary.
Chinese Teaching Papers of Grade Three and Grade Two in Primary School
Chinese classroom should be the habitat of interests and dreams, so that the classroom is full of interest. This is not only the psychological needs of junior children, but also the needs of literacy teaching in Chinese teaching. China people are born with the dream of flying their children. Every Chinese character can stimulate children's infinite imagination, and a Chinese character is a flying sky. Chinese, the first thing that attracts children is pleasant emotional experience and endless spiritual nourishment, not those highly operational language skills. Literacy teaching pursues fun, but it is not purely and blindly fun for fun. The pursuit of fun is the pursuit of more efficient literacy and more vitality to recognize new words. Therefore, in the actual teaching process, I dig deep into the intuitive factors in the textbook, use the laws of Chinese characters themselves, and use intuitive and interesting teaching methods to mobilize students to read happily in observation, association, comparison, thinking and games, effectively stimulate children's interest in learning Chinese, give full play to students' imagination, and promote the vivid development of their thinking, thus making literacy teaching more effective.
First, carry out practical activities to lead students to a broad living space.
We carry out practical activities according to the reality of children's lives and their interests. Each activity has a theme to guide students to do it themselves, use their brains to collect information and exchange gains. After communication, children can also be taught to read by simulating and creating situations. Such as holding "animal games", "the world of flowers" and "I will be a little tour guide" and other literacy activities.
In teaching, teachers can also analyze the structural characteristics of Chinese characters with students, so that students can learn new words by adding radicals, subtracting radicals and changing radicals, which can flexibly read and effectively improve literacy efficiency. For example, when learning "milk", some students say that "female" plus "milk" is "milk"; Some people say that by changing the single side of "still", the word "milk" is next to the word "female", so as to quickly remember the word "milk" and review the word "still" in the process. When students master literacy methods, are willing to read and are good at reading, teachers should consciously let students read in life.
Second, the story association literacy
By memorizing some words, teachers can mobilize children's ability of observation, analysis and imagination, master the characteristics of glyphs, and make up short stories, so that students can unconsciously keep glyphs in their minds forever in the relaxed and pleasant atmosphere of listening to stories and making up stories.
For example, when teaching the word "swim", you can tell students that there must be water (next to the three-point water) when swimming, and the swimming pool is generally square (with the word "square" in the middle). Children must pay attention to safety (children) when swimming and must be accompanied by adults (people). In addition, for example, when learning "Apprentice", it can be compiled into "Master and apprentice walk on the road with bare hands"; Learn "sad" as "I am very sad"; Learn from "Sister" and write "Sister is a girl, she is the hope of the future" ... Through the description of language and students' imagination, literacy and language are organically linked, enriching children's literacy methods and promoting the improvement of various abilities.
Third, the literacy of combining graphics and text.
After careful observation, it is not difficult to find that children in the lower grades are very interested in painting, and they not only like to collect all kinds of pictures, but also like to smear them. How to lead students' interest in painting to their interest in literacy? Our practice is to receive pictures-say pictures-read pictures. First of all, we encourage students to cut out their favorite pictures from old books, newspapers and advertisements, accumulate them and put them in old books, which becomes a photo collection.
Every week, the students will choose the most beautiful one and observe it carefully. In the free reading and writing class, the teacher carefully guides the students to explain the meaning of the pictures, and then communicates in groups. Students are free to practice pictures, and teachers tour to guide them. Finally, they can read according to the pictures.
For example, when learning to look at pictures and write words and sentences in grade one, students can be instructed to write words in a unified way: students can cut and paste or draw a picture of mountains, white clouds and birds at will, and teachers will instruct students to write "a mountain", "a white cloud" and "a bird" under the picture, which not only strengthens their literacy ability, but also improves their speaking and writing ability.
Fourth, children's songs can be read.
Children's songs are catchy, lively and interesting. Once they are remembered, they will never be forgotten. In daily teaching, we can pay attention to the characteristics of Chinese characters and compile some children's songs that are easy to understand, such as teaching the word "bi" and compiling it as "Wang Laotou, Bai Laotou, sitting on a big stone together"; "Sit"-"Two people sit on the ground with their backs"; "Star"-"Where did the little star come from? Mother and grandson were born "; "Ice"-"Less water makes ice".
This kind of compilation is easy to learn, easy to remember and interesting, which can improve students' ability to read, distinguish and remember words.
Verb (abbreviation of verb) image literacy
Junior high school students' thinking ability in images is much stronger than that in abstractions. Therefore, the combination of literacy teaching with specific things and images is beneficial to students' memory. If you cover your eyes with your hand, bamboo hair will be made into a pen.
Through this description, an intuitive impression is established in students' minds, and the effect of recognizing form and meaning is achieved. For another example, when I was teaching the word "Spring" in the class of "Spring Breeze Blowing", I was inspired by the pictographic characteristics of this word and said a way to remember the word "Spring": Spring blossoms and three people come out to bask in the sun! Use images to guide students to memorize words quickly and correctly.
Sixth, crossword literacy
Introducing riddles into the memory of new words, so that students can learn and remember some new words by guessing, will greatly stimulate students' thirst for knowledge. For example, the mystery of "flying" can be recorded as: two ends of a pig trough are connected, and six piglets are arched on both sides. The word "goose" can be written as: I am a bird, and I walk and shake it. The "tip" can be written as: small up and big down. "Although" can be written as: eat a worm in one bite. Using the above methods, students can not only remember new words by themselves, but also exercise their oral English ability and exert their infinite imagination.
From reading in textbooks and classes to reading in life, making life a resource for students to read, and guiding students to use the language factors they are familiar with in life as literacy materials truly embodies "turning textbooks into students' world". As long as we grasp the requirements, I believe students will learn better.