1 Hierarchical Method of Chinese Reading in Primary Schools
1. Segments and layers according to the sequence of events.
First, what kind of articles are applicable to?
When writing a chronicle, you should always explain the cause, process and result of the matter, so that it can be written clearly and clearly. Segmentation according to the sequence of events is to find out the reason, process and result from the article and divide each part into a meaningful paragraph.
This segmentation method is suitable for writing the narrative of the event, and you can clearly see the time, place, people, cause, process and result of the event.
Second, the segmentation method
Generally, it is divided into three sections according to "cause, process and result". If the course of events is particularly long, it should be divided into two stages: development and climax. Then a long narrative can be divided into four paragraphs. According to the specific situation.
2. Segmenting and layering in chronological order
First, what kind of articles are applicable to?
Some articles are written in chronological order. When describing the content, we often use some words or sentences that indicate the time sequence. Find out these sentences and you can divide the paragraphs. This segmentation method is suitable for narratives with very clear time sequence, and it can be seen at a glance that there are many time words and the time changes obviously.
Second, the segmentation method
First, find out all the words that represent time, and then classify them, so that you can divide them. For example, the time of "morning", "noon" and "evening" are combined. Spring, summer, autumn and winter are typical time series. All these species should be classified in chronological order.
3. According to the azimuth order, segment and layer.
First, what kind of articles are suitable for?
Some articles have changed the position of the story with the development of the story. At this time, we will segment the article according to the position change. This subdivision method is often used in interviews, interviews and travel notes. Suitable for writing articles about scenery, especially about sightseeing or sightseeing. The position change of this kind of article is very obvious.
Second, how to subdivide
Find out all the words that represent places first, and then classify them. A big place is a section, and the place has been divided into several sections after several changes.
4. Divide and layer things according to different aspects.
1. What terms apply?
In order to introduce things clearly, some articles often use a lot of materials to show its center from several aspects. This can be segmented as described in several aspects. After segmentation, aspects with the same content can be divided into one paragraph. Suitable for explanatory articles, articles explaining something.
Second, how to subdivide
Generally speaking, this kind of article will explain a thing from several aspects, different aspects must be separated, and several aspects are divided into several paragraphs.
5. segment according to the relationship of "total score" or the order of "before, during and after the activity"
First, what kind of articles are applicable to?
Some articles usually begin with an introduction to the content to be written, then describe everything one by one and finally summarize it.
This is a summary article, and we can segment it according to the general structure method. It is suitable for articles written in the order of "total score" and "before-during-after activity".
Second, how to subdivide
The first natural segment is a big segment, the last natural segment is a big segment, and all the segments in the middle are combined into a big segment. So it is divided into three sections, which is what we often call the "third section".
2. The method of hierarchical teaching of Chinese in primary schools
First, target stratification, grasp the level differences.
Students are influenced by "congenital genetic factors", "psychological factors" and "social and cultural factors", which determines their cognitive differences. Considering that the above factors are always comprehensively manifested in specific learning activities, in teaching practice, students should be divided into several groups and levels according to their learning interests, learning methods, learning habits, learning time spent and family learning environment. , and combined with the requirements of teaching materials, so as to promote each student to improve on the basis of the original study.
Generally, the following methods are used for hierarchical teaching. First, according to the students' existing basic knowledge; Second, according to students' thinking ability and memory ability; Third, according to students' practical operation ability. It is impossible for every student to show the same situation in different classes. After a period of study, their comprehensive quality will change accordingly.
As Engels said, "The world is not an unchangeable collection, but a collection of processes." Therefore, in teaching practice, we always pay attention to these changes and make timely adjustments. It must be emphasized here that in stratified teaching, for the convenience of classroom teaching, students are simply divided into one, two and three levels, while ignoring the differences of each student and the existence of multiple levels in each level. This kind of hierarchical teaching is doomed to be unable to get rid of the traditional teaching mode and can only be the same as the old one.
We must improve our understanding of stratified education and teaching, take it as a concept and implement it in every link of teaching, so that students at all levels can be greatly improved.
Second, hierarchical teaching, strive for every student to gain something.
Classroom teaching is the main channel of Chinese teaching. Let every student play a role in every class, truly become the master of learning, and learn to learn in learning. This is the most important thing. What we are facing is the difference of each student, so I aim at different levels of students from person to person and from place to place, and implement hierarchical teaching so that every student can gain something.
For the students in Class A, I give them the opportunity to think independently and expand their knowledge. For example, when I was talking about the poem "Looking at Tianmen Mountain", I appropriately introduced the author Li Bai to my classmates, and also contacted the poems I had learned about Li Bai before. For B students, I give appropriate guidance, strengthen targeted counseling, and tell them in a language that students can understand. For example, when talking about the word "cute", some students don't understand it, so I will explain it in Tengzhou dialect-how can my mother say "cute" when she praises you sometimes? This is the meaning of "cute", and the students understand it at once.
For class C students, some students hardly accept my teaching because of their heavy mental retardation and low learning ability. If we all follow the same goal, it is unrealistic, unrealistic, ignorant and impossible to write. Small class teaching gives me time and energy to design different teaching goals close to real life for them alone. For example, in a class, they can only recognize a new word, know it, read it, and achieve their goals without asking for writing.
For example, a class C student in my class has a deep mental retardation and basically does not participate in learning. In small class teaching, because I constantly strengthen my understanding with him every day, after a semester, his changes make everyone very happy, and I also know many words in daily life. Although he can't write now, it will bring practical convenience to his life in the future.
Third, it varies from person to person and is evaluated at different levels.
Everyone likes to be praised, but only by implementing effective and reasonable evaluation in small classes can students improve their interest in learning, improve their self-esteem to a certain extent, and be willing to accept the knowledge you impart from the heart. For example, when teaching the article "Beautiful Rooster", after I read it, let the students learn my tone and read a sentence that the rooster said to the little bee, "Little bee with bulging eyes, who is more beautiful than us?" Jiang (a student in Class B) stood up and read with great devotion.
But "Little Bee" was pronounced "Little Honey", and several students in Group A all laughed. He still looks confused and embarrassed. Seeing his seriousness, can you have the heart to tell him directly that you are wrong? I said, "The tone you just read is very good, but the word' little bee' is a word. Let's read it completely together, shall we? " Therefore, he read correctly with great affection and won warm applause from the whole class.
There are many such situations. I think this is the charm of small classes, which makes our teachers more patient and calmly evaluate students of different levels from the perspective of appreciation. And I also deeply realized that only by sincerely appreciating students can students truly feel the warmth of teachers, and only this kind of evaluation close to the soul can be truly humanized.
Four, homework stratification, eliminate the difference of success.
Students' Chinese level is high or low. This requires us not to engage in one-size-fits-all design work. Starting from the objective reality, we should design some flexible training questions while arranging basic questions. If we make unified requirements regardless of individual differences of students, it will only lead to poor students' lack of food and gradually lose interest in learning.
So Chinese homework should be designed according to the individual differences of students. For example, the fifth volume of the primary school Chinese textbook "The Sea of Yantai" can design three types of homework: A focuses on the consolidation of basic knowledge; Class b is between a and c; Class C emphasizes the application of comprehensive ability. Because the difficulty is appropriate, students are willing to finish their homework, and students at all levels can enjoy the happiness of success.
3 How to divide the levels of Chinese method guidance in primary schools
First, the hierarchy of teaching content
In terms of teaching content, based on the concept of "let different students get different development", combined with the actual situation of students in this class, the teaching materials are divided into several levels according to their importance and difficulty, which are divided into: the basic level that all students can reach, the middle level that most students can reach through hard work, and the higher level that students with little mathematics and spare capacity can reach.
For students with learning difficulties, the starting point of teaching should be lowered appropriately, and it is required to learn the most basic and important knowledge and master the basic methods. Often design some simple questions to make them feel successful and build up their confidence in learning; Middle school students are required to work hard at familiarity and proficiency, develop comprehensive ability and gradually become top students. Excellent students are required to understand deeply, master and apply knowledge skillfully, enlighten thinking, cultivate creativity and develop personality.
Second, the teaching objectives are formulated by layers.
In teaching, I ask students to set a learning goal for themselves according to their knowledge level. I will set a goal according to the differences of teaching content and individual students, with no upper limit and a bottom guarantee, so that students of different levels can reach different levels under the premise of a bottom guarantee.
Then the two goals are compared and combined, and students decide their own goals without forcing them to study according to the predetermined goals. But as long as there is progress, praise it in time, so that students can always maintain a strong enthusiasm for learning.
Third, the classification guidance of teaching methods.
In classroom teaching, I give timely and effective classified guidance according to the specific situation. For top students, we should give priority to "letting go" and give students more space for autonomous learning. There is "help" in "letting go", and we should give guidance on guiding deeper understanding and in-depth exploration.
Implement the strategy of "half-help and half-release" for middle school students. After proper guidance, let students teach themselves, or let them read, think and explore independently first. When I encounter difficulties, I will give timely guidance and try my best to master knowledge through independent thinking. For poor students, "help" is the main thing. I study with students and help them sum up their learning methods.
Fourth, practice the hierarchical design of homework.
In classroom teaching, carefully design required questions and multiple-choice questions. Problems must be addressed to all students, focusing on consolidating basic knowledge, cultivating initial ability and meeting the most basic learning requirements; Choose the questions of top students and middle students to cultivate their innovative ability.
Therefore, in teaching, I assign homework to students at all levels. For gifted students, I design some basic problems for them to complete and let them explore and think about expanding problems. For students with learning difficulties, let them complete the basic questions; For middle school students, they are required to review and consolidate, complete basic problems and improve.
V. Assessment and evaluation of layered incentives
I also implement different levels of student feedback evaluation. In the process of evaluation, I divide the evaluation into unit detection and stage detection. According to the teaching objectives of students at all levels. After the examination, put forward the goal of "consolidating" or "expanding" for the students who meet the standards; For students who fail to meet the standards, through remedial classes and individual counseling, mutual aid groups are established for "corrective help". Ensure that all kinds of students reach the predetermined stage goals.
Six, hierarchical implementation of learning guidance
Hierarchical counseling is a crucial auxiliary link in hierarchical teaching. Therefore, I patiently coach underachievers, let them finish their homework within their power, experience the joy of success after hard work, gradually restore their self-confidence, stimulate their enthusiasm for learning, and give full play to their potential. For middle school students, I pay attention to inspiring their thinking activities.
Be able to use what you have learned flexibly and gradually improve your self-study ability; For top students, I pay attention to cultivating their independent thinking and comprehensive application of knowledge, cultivating their practical ability and enriching their thinking, imagination and creativity. I pay attention to the use of positive motivation methods for all kinds of students, so that they can taste their own learning achievements and experience the joy of success. This encourages every student to study hard and makes them interested in learning.
Suhomlinski once said, "If children not only know, but also realize that teachers and collectives notice and appreciate their advantages, then they will make every effort to become better." In the process of implementing hierarchical teaching, I try my best to make students at different levels develop to different degrees, and students enhance their confidence in learning and courage to overcome difficulties.
At the same time, unfixed stratification enhances students' autonomy and cultivates their creativity and strong sense of competition. At the same time, I also pay attention to guiding students to see progress and find their own shortcomings in self-evaluation, so that students can correctly evaluate their learning situation and enhance their confidence in learning Chinese well, thus improving the efficiency of learning.
4. Hierarchical tutoring method for primary school Chinese.
people-oriented
Influenced by "congenital genetic factors", "psychological factors" and "social and cultural factors", students have formed different gender differences. Learning styles, accepting knowledge and so on are all different. In teaching practice, we must distinguish at different levels. According to their own learning foundation, psychological quality, study habits, learning ability and communication ability, combined with the requirements of teaching materials, they should be divided into several groups and levels to teach and guide respectively, so as to promote each student to improve on the basis of the original study.
We generally adopt the following methods for hierarchical teaching. First, according to the students' existing basic knowledge; Second, according to students' thinking ability and memory ability; Third, according to students' practical operation ability. It is impossible for every student to show the same situation in different classes. After a period of study, their comprehensive quality will change accordingly.
Therefore, we should always pay attention to these changes in teaching practice and make timely adjustments. It must be emphasized here that in stratified teaching, for the convenience of classroom teaching, students are simply divided into one, two and three levels, while ignoring the differences of each student and the existence of multiple levels in each level. This kind of hierarchical teaching is doomed to be unable to get rid of the traditional teaching mode and can only be the same as the old one.
We must improve our understanding of stratified education and teaching, take it as a concept and implement it in every link of teaching, so that students at all levels can be greatly improved.
teach students in accordance with their aptitude
A very important prerequisite for teachers to master every link in the classroom is to prepare lessons at different levels before class. Teachers should not only pay attention to "teaching materials" but also "talents", that is, they should have a deep understanding of the first student in this class, what kind of teaching methods to adopt, how to deal with and deal with various situations that may occur in the classroom, and how to guide them, all of which require teachers' careful preparation.
Then, when preparing lessons, teachers should first change their roles, think for students everywhere, consider the personality differences of the first student and learn the foundation; It is necessary to build a stage for students to fully display themselves and truly play the main role; Let every student actively participate in the whole teaching process and prepare how to make students learn vividly and happily in class. This is very important for teachers to have a good class.
We should completely abolish the "cramming" way of preparing lessons and set up "lines" and "circles" for students to follow the teacher's baton. We are faced with naive students who have their own views on things. No matter how they imagine, we should face it seriously and let them fully express themselves. Even if they are wrong, we should patiently guide them in the right direction.
Therefore, every teaching link and every student's exhibition must be fully considered in preparing lessons, and students' creativity cannot be stifled or inhibited.
Hierarchical teaching
Classroom teaching is the main channel of Chinese teaching. Let every student play a role in every class, truly become the master of learning, and learn to learn in learning. This is the most important thing. What we are facing is the difference of each student, which is recognized by most teachers, and it is more appropriate to implement hierarchical teaching for them. But what is the mode of classroom stratified teaching? This is the most concerned issue for every teacher.
I don't think hierarchical teaching can be a model, but an idea. If there is any teaching mode, what is there to study in education and teaching? The so-called "teaching mode" is actually the application of a certain teaching method in the classroom. The teaching methods vary from person to person and from place to place. I think it is not feasible and impossible to apply a certain teaching method as a model to a class.
I believe every teacher has this experience. In every class, everything is done in the process of flexible and comprehensive use of various teaching methods. In order to make a class successful, no matter what method is used, it must be oriented to all students, so that the main position can be implemented. However, if classroom teaching is for all students, it is impossible to achieve hierarchical and hierarchical teaching. In stratified teaching, we should also pay attention to the interaction between different levels, learn from each other's strengths, share resources and improve together.
For example, in reading, please ask students with poor reading ability to read first and let them comment, then ask students with certain reading ability to read, or let students perform while reading. In this way, students at all levels can be liberated in the classroom, so that students' dominant position can be implemented, and students at different levels can communicate with each other and learn from each other. In the end, students can enjoy their achievements.
In addition, the arrangement of class assignments should also be set at different levels. The general principles are: fewer but better, moderate in difficulty, selective and suitable for students of different levels.
Graded evaluation
Every student's difference always exists objectively, whether it is physical, psychological or cultural knowledge. Therefore, we should adopt different methods, forms and standards to evaluate each student. In exam-oriented education, people use a "ruler" to measure every student, that is, good grades in cultural knowledge exams and everything is fine; Poor academic performance is worthless.
As a result, thousands of troops crossed the single-plank bridge, and a large number of students were forced to abandon their studies and become victims of exam-oriented education, which brought extremely negative effects to society. Its biggest drawback is that it ignores the objective differences among students, which directly suppresses the enthusiasm of most students and leads to poor grades.
Curriculum reform is to change this kind of education and teaching situation that is not suitable for the development of today's society. It can be seen that evaluating students' reform is an important link in the success of education and teaching.