At present, the voice of strengthening language training in Chinese teaching in primary schools is getting higher and higher. On the one hand, this situation reflects the realistic requirements of improving Chinese classroom teaching and improving the quality of Chinese learning for primary school students. On the other hand, after decades of repeated discussions, everyone's understanding of the nature and responsibilities of Chinese teaching in primary schools gradually tends to be consistent, that is, Chinese in primary schools is a tool discipline for social communication, and its core task is to cultivate students' ability to use coherent language and characters. At the same time, we should properly complete ideological and moral education, develop cognitive ability, improve aesthetic ability and cultivate healthy personality.

Here, I put forward two superficial views on the key points and methods of strengthening language training in order to seek advice from colleagues in small language circles.

First, highlight the training of words and sentences, so that students can master the standardized written language.

Mr. Ye Shengtao has an authoritative explanation of the name of Chinese subject: at that time, he thought that spoken language was a language, written language was a language, and words were a language, so they could not be biased, so they were combined. In other words, Chinese should develop students' written language as well as their spoken language. But I think the key is to develop children's written language. Because first, from the perspective of students' social communication function of language, whether they receive, retrieve, save and transmit information or create new information, they mainly rely on written language; Secondly, from the perspective of students' language learning, there are significant differences between written language and spoken language. The former is much more complicated than the latter, so it is much more difficult to learn.

Now many people think it is spoken and written language; If you speak well, you must express it well in words. This is a one-sided understanding, without understanding the significant difference between spoken and written language. Of course, "words are in the language", and spoken language is a necessary condition for written language. Judging from the order of language development, the development of spoken language precedes written language, and spoken language is the forerunner and foundation of writing. Moreover, the internal language development of primary school students (especially junior students) is not perfect, so before writing their own thoughts, they must use external oral language instead of internal language to play a role, that is, "externalize" the internal language into oral language, and use oral language to control and adjust their thoughts. Therefore, it is correct to adopt the strategy of "from speaking to writing" in today's Chinese teaching in primary schools. But the necessary condition is not equal to the necessary and sufficient condition; Well said is not necessarily well written. There are essential differences between written language and spoken language in function and structure. People's written language is produced in the absence of the speaker, so it must be a monologue language, which can only express the content of information by linguistic means and use visual symbols. Spoken language is produced in the scene of direct communication in the presence of the speaker, so it is a dialogue language, and some information can be expressed by nonverbal means (such as movements, tones, facial expressions) and auditory symbols can be used. The famous psychologist Vygotsky said: "From the psychological essence of language function, written language is another process completely different from spoken language. Written language is the algebra of language and the most difficult and complicated form of intentional and conscious language activities. "

According to the research of many language psychologists, there are significant differences between written language and spoken language in the following four parameters: (1) situational rate, that is, the number of situational elements/the total number of omitted and substituted elements; (2) The non-repetition rate of words, that is, the number of non-repetition words in language expression/the total number of words in language expression; (3) Recognition rate, that is, the number of words reflecting the essential characteristics of objective things/the total number of words expressed in language; (4) product rate, that is, the total number of verbs in language expression/the total number of words in language expression. In short, the standard written language is a language with consistent context (that is, few situational elements), coherent sentences and rich vocabulary, which can well reflect the essential characteristics and positive aspects of objective things.

In order to make students master more standardized written language, they must be strictly trained in words, sentences, paragraphs and articles. However, I quite agree with the proposition that primary schools should strengthen words and dilute chapters. Because the training of words and sentences (including sentence groups) is the basis of text training, and the intellectual development of primary school students is the transition from concrete image thinking to abstract conceptual thinking, this age stage is the best time to master words and sentences. If primary school students do not pay attention to the training of words and sentences, it will be difficult for them to learn Chinese well after entering junior high school and senior high school. Therefore, I think that reading teaching in primary schools should focus on cultivating students' taste and sense of language on the basis of letting students generally understand the central idea and main writing techniques of the text. Composition teaching in primary schools should focus on training students to make sentences with words on the basis of mastering general skills such as observation, examination of questions, conception and writing. For example, a third-grade Chinese teacher in a school asked students to write a fairy tale composition. How to comment? I advise this teacher not to cover everything. In addition to asking each student to talk about the central idea of his article and correct typos, the language is mainly modified according to the three requirements of word diversity, contextual consistency and sentence coherence. You can modify an article at the same time. Later, the teacher guided the whole class to successfully revise an article entitled "The forest is quiet again". The original text is as follows. The students revised the underlined words one by one.

The forest is quiet again.

Today, what a beautiful day! All the friends in the forest come to play on the big grass, including dogs, kittens, deer, hedgehogs and rabbits ... how happy they are! A tiger appeared in front of them. The tiger said savagely, "You little guys, this is my place. ② Go, go. " The rabbit and the kitten said, "Tiger, don't be hegemonic any more. If you have the advantage, we will tell Uncle Elephant. " The tiger said, "What is an elephant? I am the king of the forest. " The little squirrel said, "Let's tell Uncle Elephant." The little monkey said, "Yes, yes, ③ Tell Uncle Elephant." "I'm not afraid of anyone!" The tiger said, "You can tell the elephant to go. Anyway, I am the king of the forest. "

Rabbit, they really told uncle elephant.

The elephant said, "What do you want me to do, little animals?"

The small animals said, "⑥ It is bullying us. Also, speak ill of you. " The elephant said, "Show me." The small animals took the elephant there. The elephant shook his nose and said, "Listen, tiger, if you bully your little friend again, I will be rude to you." The tiger said, "Then let's see who has the greatest skill." Pet-name ruby uncle elephant didn't have to swing his nose, and kicked the tiger away with his legs.

The little animal (10) said happily, "Good, good, good."

The forest became calm again.

(1) This sentence is not tied to the former, but a turning point, and should be changed to "Suddenly the tiger appeared in front of them".

Since the tiger speaks in a vicious tone, it is better to change "go, go" to "roll, roll."

(3) the front has appeared twice "tell", this sentence can be.

Change it to "Go to Uncle Elephant".

There have been several times of "telling" before, and this sentence can be changed to "You can complain to the elephant".

There are four "small animals" in the article, and the words are too monotonous. Here can be changed to "children" according to uncle Xiang's kind character.

6. Who is it? Elephants don't understand. It should be changed to "tiger".

⑦ To avoid repetition of words, "small animals" can be changed to "everyone".

What is "there"? Readers don't understand, it should be changed to "on the big grass" or "in front of the tiger"