Text: In today's Chinese subject, with the deepening of text reading teaching under the new curriculum reform, it is not difficult to see that the cultivation of students' ability to use language and characters will gradually replace the rote memorization of knowledge in traditional teaching, which will inevitably become the core task of the subject in the compulsory education stage, and will also be an important symbol to measure whether students master language tools. Therefore, teachers should strive to create a relaxed and harmonious classroom atmosphere, improve their professional level, give full play to students' desire and passion for autonomous learning, let students swim in the sea of Chinese knowledge in Wang Yang, let their imagination gallop in the vast blue sky and white clouds, let their thoughts gallop freely, and collide with the sparks of creation, so as to be able to read, understand, speak and write, which means that they can communicate freely with this tool and realize it. As we all know, Chinese teaching in primary schools is the foundation of the foundation, and it is very important to take this step well. So how to realize this core task to the maximum in the teaching of words and reading? Talk about my feelings in the actual teaching work.
First, the creation of situations, the performance of roles, and the perfect display of students' intelligence and childlike innocence are all inseparable from the specific language environment. Only in the specific language environment can words have vitality. In order to fully understand and flexibly use vocabulary, it is most effective for students to have real emotional identification with the text. Only by letting students devote themselves to the situation and feel it. It is a good way to understand meaning by acting in teaching, and it is a kind of autonomous learning method that primary school students like to see and hear. Students can gain personal experience and understand the meaning of abstract words through vivid movements and demeanor, which is more profound and agile than simple "preaching" or using reference books, and plays a very good role in promoting students to master and use language and characters.
For example, when teaching the fairy tale "Little White Rabbit and Little Gray Rabbit", headdresses are prepared, and students play the roles of small white rabbit, little gray rabbit and old goat respectively. Students are required to be familiar with the text before class. Students are enthusiastic and devote themselves to their studies. They reread the text in class, so that students can further understand it on the basis of initial familiarity. At the same time, the teacher should use the illustrations of the text to guide students to understand, carefully read the dialogue between the little white rabbit and the little gray rabbit, feel the polite behavior of the two rabbits, and talk about how they do it in daily life in combination with reality. Because students who are close to life naturally feel it and answer it positively, it is an exercise opportunity for language use. Secondly, students should show their feelings when the little gray rabbit is strange and the little white rabbit is harvesting. At the same time, in the performance, the students learned the whole process of growing vegetables, such as turning vegetables, planting vegetables, watering Chinese cabbage, fertilizing, pulling weeds, catching insects and finally harvesting Chinese cabbage. They unconsciously learned the correct usage of these words expressing actions, and they will be handy in the future. You can also have a small challenge competition, perform in groups, and the students on the stage will put themselves into the performance. Students in the audience will observe carefully to see which student is in place and proficient in language use. Everyone will comment on each other and choose the winning group. Create good conditions for students to gradually start writing practice in their future communication. From the illustrations in the text, students understand a "cart" of cabbage and a "bag" of cabbage. The study of quantifiers in lower grades is also a part of Chinese teaching. At this time, teachers should guide students to recall the quantifiers they have learned. The teaching of "ba", "ke", "tree", "position", "bundle" and "only" will help students master the correct use of quantifiers. After this study, the central idea of the text naturally blurted out, "Only if you grow your own food, there will be endless dishes." In the outward bound training, discuss "what will the little gray rabbit do in the future?" At this point, students have reached the best learning state. In this relaxed and pleasant atmosphere, they spoke boldly and their comprehensive ability was improved in an all-round way. After learning the texts of two little lions, with the last learning experience, students can grasp the use of words in their studies, such as one lion practicing "rolling", "flapping", "biting" and "hissing" every day, and the other lion talking slowly and lazily basking in the sun. The two cubs are in sharp contrast. Especially about the description of lazy lions, slowness and laziness are a good starting point. When discussing these two words, the students are full of enthusiasm, scrambling to answer "speak slowly", "eat slowly", "walk slowly", "do homework slowly" and "get up slowly" and so on. It seems that the students have learned how to use these words. Especially the central idea of this lesson, combined with the last text, I come to the conclusion that "a little lion can only become a real lion if he learns the skills of life." It not only realizes the central idea, but also provides new materials for the sentence-making of "meritocracy", and the students' ability to use language and characters has been improved by leaps and bounds.
Second, strengthen guidance so that students can be faithful to their wives in difficulties.
Improving students' language ability depends on choosing appropriate teaching methods and timely guidance. "Intensive teaching" means that when students encounter difficulties in the learning process and have a strong need to solve problems, teachers take timely and ingenious teaching methods to guide and guide them, which can play the role of "seeing the clouds, turning the stone into gold". On the premise of teaching innovation, teachers should change from imparting knowledge to organizing and directing classroom learning activities, and ensure the smooth progress of students' classroom learning through the explicit or implicit organizational role of teachers. If there is no teacher's organization, it is impossible to have a truly orderly classroom. Without an orderly classroom, classroom communication will become rambling, and the classroom that deviates from the learning goal will certainly not achieve high efficiency. Now our classroom seems very lively and chaotic, but in fact it is lively, chaotic and orderly. Like prose, the form is scattered but the spirit is concentrated, the goal is concentrated and the main line is concentrated. No matter how intense the classroom is, teachers should skillfully control the direction of the classroom and never deviate too much from the goal.
When you have a degree of relaxation, you can play it back freely [1]
, well complete the teaching task of improving the ability of using language and characters.
For example, to teach the article "Children with Empty Flower Pots", students should be familiar with the text and teachers should guide them. When it comes to Xiongri's careful cultivation of flower seeds, the understanding of the word "very" is: very, very. In the article, it is said that all efforts have been made and the students have reached the limit. At first, the students found it difficult. On Children's Day, they took this opportunity to ask the students, "Are you happy?" Students shout "happy", so if we add "ten", will it better express your feelings? At this time, the embarrassing classroom situation was broken, and the students rushed to answer: "Are you happy?" "I study hard", "I take an active part in labor", "Apples are sweet" and "Xiaoli is beautiful" at this time, the conversation turned and asked the students what to use if they changed their words. Students' ideas poured out like a flood, and the original changes to "very", "very" and "special" were very smooth! A student said, "I am good at growing flowers", so I guided her to find her own mistakes. Take "I like dancing very much" as an example. In order to facilitate students' comparative analysis, I typed two sentences on the big screen respectively. Problems discovered by students themselves. If she changes her way, it is that I am a good dancer. Originally, "ten" was a modification of intention rather than practice, and she was embarrassed to laugh. It is estimated that similar mistakes will not occur again in the future. Then I took this opportunity to consolidate and review the sentence "Only talents", "Only by cultivating flower seeds with heart can beautiful flowers bloom" and "Only by learning with an open mind can students make continuous progress". Over time, students' language will be richer, they will be more handy to use and they will write small compositions. After the text, let the students discuss in groups what kind of children "Xiongri" is. What do you want to learn from him? Students brainstorm in the discussion without pressure, which increases the communication opportunities between students and is also a good exercise opportunity for the use of language and characters.
Third, stimulate desire and fully embody the charm of students' autonomous learning. The general process of primary school students learning and mastering a language is: from the beginning of language understanding to the end of language accumulation, sublimation to language expression. Understanding is only the foreshadowing in the learning process, and applying what you have learned is the main purpose in the learning process. Understanding and use are not completely separated. Only by using this language can we deepen our understanding and make it not only superficial, but also a deep feeling. For a long time, Chinese classroom teaching has paid attention to reading analysis and text understanding, ignoring the use of language and characters. The present situation of many primary school students' language expression and application ability is worrying, such as idiom misuse, punctuation disorder, rhetoric misuse, incoherent speech, hierarchy disorder, sick sentences and so on.
Now we clearly realize that classroom teaching should focus on learning the use of language and characters. Therefore, according to the age characteristics of primary school students, we should stimulate their desire to learn. Haven't we always stressed that interest is the best teacher? To make students have the desire to express themselves, we simply dare to speak boldly in class.