Another feature of Chinese is its strong historical inheritance. There are a lot of ancient Chinese factors active in modern Chinese. Needless to say, the basic form of syntactic structure "subject-behavior" and "verb-object" runs through ancient times. The basic words "heaven", "earth", "life", "up" and "down" are always active, and there are many concrete expressions alone. In ancient Chinese, "a wolf sits in front" and "villagers crouch" all use nouns as adverbials, and "glory" and "seriousness" in "carrying forward" and "serious party discipline and state law" all inherit the expression of "feed" as a verb. Even a large number of disyllabic words that are common in modern Chinese are basically words in ancient Chinese.
2. How to explore the language teaching characteristics of Chinese in primary schools? The language teaching characteristics of Chinese in primary schools will not only affect the classroom teaching effect, but also affect students' cognitive process in the future.
Therefore, teachers should really play a normative, exemplary and exemplary role in the teaching process, give students correct guidance, and let students stimulate their desire for learning in a relaxed and happy classroom atmosphere. This paper discusses the characteristics of Chinese teaching language in primary schools.
1. The importance of language to Chinese teaching in primary schools In recent years, the pace of new curriculum reform in China has been accelerating, the forms and contents of Chinese textbooks in primary schools have gradually diversified, and the corresponding Chinese knowledge has been deepened and expanded. Therefore, for Chinese teaching in primary schools, more stringent requirements are put forward for teachers' expressive ability and knowledge system assessment in the teaching process.
In primary school Chinese textbooks, although there are many differences in text genres, one thing remains unchanged, that is, some knowledge closely related to real life is revealed in these texts. If the Chinese teacher doesn't guide the pupils' learning, it will be difficult for them to understand these meaningful articles.
Therefore, in the specific process of Chinese teaching in primary schools, Chinese teachers must pay attention to language expression, so as to fully attract the attention of primary school students, thus fundamentally helping every primary school student understand the true connotation of the article, making Chinese teaching more aesthetic and interesting, and ultimately improving teaching level and work efficiency. 2. The language feature of Chinese teaching in primary schools is 2. 1 science.
The purpose of Chinese teaching is to cultivate students' humanistic quality. The scientific nature of teachers' language is mainly reflected in the standardization and clarity of language expression, which requires logical language expression, fluent sentences, accurate grammar and standardized tone. For primary school students, it is in an important period of language learning, and the scientific and accurate language expression of teachers directly affects the improvement of language ability.
If the teacher's language in class is unsatisfactory and repetitive, it will affect students' understanding and mastery of the teaching content. In Chinese classroom teaching, students are the main body of learning. Teachers should ensure that students can understand in oral expression and application, and the teaching content should be linked with students' real life. Through vivid and standardized language, they can communicate with students, draw closer to each other and make students feel that the teacher is amiable.
2.2 Normalization and standardization. Primary school students' learning in primary school is based on the teacher's words and deeds.
Therefore, teachers' words and deeds will have a direct impact on primary school students. Therefore, primary school Chinese teachers should not only complete classroom teaching tasks, but also pay attention to the standardization and standardization of their own words and deeds.
Normality and standardization here not only refers to the recognition and reading of basic teaching contents such as pronunciation, vocabulary and grammar in Chinese teaching, but also refers to the demonstration and oral demonstration role of teachers in the classroom. Because the biggest cognitive feature of primary school students is to learn through imitation.
Some teachers do not pay attention to the standardized expression of language when teaching knowledge, such as inaccurate pronunciation, local accent, serious colloquialism, and so on. All these will have a negative impact on students' future study. Therefore, teachers must use the national standard Putonghua in teaching, promote students' development through their own exemplary role, and speak with clear pronunciation, loud voice and natural speed.
Especially when teaching junior students, we should pay more attention to the standardization of language. Students have just started to learn Chinese, lacking a certain understanding, and rely entirely on teachers to teach them.
Without the guidance of norms and standards, students will inevitably take a detour in their study, which will not only fail to achieve the teaching objectives of this class, but also fail to improve the teaching quality and efficiency, and students' enthusiasm will not be mobilized. 2.3 lively and interesting.
Vivid and interesting language means that teachers use vivid, vivid and interesting language to explain and describe in Chinese teaching activities, so that students can hear their voices, see their people and their affairs, and promote their bold imagination, active thinking and concentration, thus improving the efficiency of Chinese classroom teaching. Practice has proved that most students prefer humorous teachers to teachers with indifferent expressions.
Interesting language teaching can not only create a relaxed and harmonious learning atmosphere for students, but also encourage students to think quickly and build confidence in overcoming difficulties. 2.4 acceptability.
Primary school students' thinking is developing and changing, and their knowledge level and cognitive level are limited. Therefore, teachers should use some simple and close-to-life languages according to these characteristics of primary school students in teaching to stimulate students' initiative in learning Chinese.
For some words or sentences that are difficult to understand, teachers should contact with real life, help students to explain and analyze in detail, effectively change languages, find more suitable languages for primary school students, promote students' thinking development and improve teaching quality. 2.5 Language must have the authenticity of evaluation.
In Chinese classroom teaching, teachers mainly use language to evaluate students. Pupils are very concerned about the teacher's evaluation. Teachers encourage and praise students, and students will be full of interest and enthusiasm, enhance their learning confidence, establish the courage to overcome difficulties and make continuous progress.
At present, teachers' evaluation is more about encouraging students, less about criticism and less about evaluating the authenticity of language. This kind of evaluation makes students establish a superficial image and become more and more vain, which is very unfavorable to the healthy development of students' body and mind.
Evaluation should follow the principle of authenticity. Teachers should tell students what is right and wrong through fair and true evaluation, so that students can understand that everyone will make mistakes. The key is to correct what you know, eliminate students' psychological obstacles, and let students dare to admit and correct their mistakes. 2.6 Emotional.
Emotion is the soul of Chinese teaching, and most Chinese textbooks are sentimental articles. Teachers should use emotional language to teach, so that students can deeply feel the emotions expressed in the works, help students to have ideological harmony with the works and understand the author's mood.
Teachers should infiltrate emotions into language expression in teaching and infect and edify students with their own language charm. Therefore, teachers should study the textbooks carefully and turn their experience of the works into their own real feelings, so as to effectively convey this feeling to students, touch their hearts and arouse their thinking.
3. Characteristics of language learning of primary and secondary school students Language accumulation is very important for primary and secondary school students;
It not only directly affects students' oral and writing ability, but also contributes to the development of students' intelligence. Language accumulation can not only further deepen students' understanding, perception and taste of language, but also strengthen language sense training, and also transfer and use language to prepare the "background" and "material" of language patterns.
Therefore, Chinese teaching in primary and secondary schools should make students remember and educate them how to enrich their language accumulation independently. In order to teach students to accumulate effectively.
Teachers can guide from the following aspects.
First, enrich language accumulation in a colorful life.
A colorful life is the source of language, an inexhaustible treasure house of language, and really the biggest encyclopedia. Many famous writers attach importance to the accumulation of life language. Sun Li, a famous writer, learned many languages from his wife and mother. These languages have vivid images and strong local colors, which have played a great role in his literary creation. The concept of "big language" also reminds us that language learning should not be limited to a limited 40 minutes, confined to a narrow classroom space and a limited campus world, but should expand our horizons to a broader world-rich social life and vast nature. If many of our students ask him to speak or write, they always feel that there are thousands of words in their hearts, but they can't say how to write clearly. This is the lack of language accumulation and the result of not being good at accumulating language in daily colorful life.
Second, enrich language accumulation in extensive reading in and out of class;
The life experience of primary and secondary school students is not rich enough, and the ability to accumulate language in life is still very weak. Therefore, reading is an indispensable part of students' language accumulation. Students can perceive rich perceptual language materials and increase the accumulation of language sense by reading a lot in and out of class.
1, cumulative value added:
The model essays selected for primary school texts and excellent extracurricular reading materials have been verified by a large number of experts or recognized by readers. It is catchy and thoughtful, with strong appreciation and readability. As teachers, we should guide students to enjoy reading works on the basis of extensive reading. As appreciation, adults can directly understand it according to their own life experience. It is difficult for primary and middle school students to understand abstractly because of age restrictions. Only by turning the reading content into intuitive and sensitive materials that students can accept can students understand.
In teaching, teachers should make students like reciting and pay attention to the guidance of methods.
The good method is as follows:
(1), mind. Reading aloud means thinking while reading, reading repeatedly on the basis of understanding, and deepening understanding through repeated reading;
(2), divide-and-conquer method. When the article is long, you can recite it in sections, repeat the key paragraphs, break the whole into parts, and simplify the complex; (3), the middle breakthrough method. General articles and middle parts are more important and difficult to recite, and the beginning and end are relatively easy, and the middle part is recited, but there is no problem with the beginning and end;
(4) blackboard writing prompt method. Blackboard writing is a miniature teaching plan and a condensed teaching material. Students can recite according to the teacher's blackboard writing, which can get twice the result with half the effort.
5] Comprehensive memory method. The process of reciting is not only oral, but also involves many organs, such as eyes, mouth, heart, hand painting and feet. In the cognitive process of * * *, there is feeling, perception, association and thinking, which makes you remember quickly and firmly.
Of course, there are many ways of memorizing, and guiding students to recite should be determined according to the characteristics of reciting articles and students' cognitive level and psychological characteristics. Try to be flexible, don't engage in a single mode, and let reciting become something that students are willing to do.
Third, enrich language accumulation and stimulate imagination.
Imagination itself has little effect on language accumulation, but it can accumulate composition materials. The composition should be true, factual, telling the truth and expressing the true feelings, but at the same time, students should be encouraged to imagine boldly, carry out artistic processing, open their minds and enlighten their thinking. It can be linked by imagination, so that students' knowledge and language are no longer one-sided, fragmented and inflexible, but rich, concrete and vivid.
In order to cultivate students' imagination, students can be encouraged to compile short plays, fairy tales and cartoons. Students will naturally be interested. In short, there are many ways to teach primary school students to accumulate, and teachers should constantly explore and discover them in future teaching.
4. What are the characteristics of classical Chinese? Linguistic research holds that written language is produced and developed on the basis of spoken language, and they influence and promote each other and have a very close relationship. Classical Chinese was formed on the basis of pre-Qin oral English, but with the passage of time, it gradually widened the distance from later oral English. From the Han and Wei Dynasties to the Ming and Qing Dynasties, due to the official implementation and the need of imperial examinations, scholars deliberately imitated the language of the "Four Books and Five Classics" to write poems and articles, focusing on elegance and integrity. In this way, the distance between classical Chinese as a written language and the language actually used by people is getting bigger and bigger, resulting in the phenomenon of separation of language and text.
Second, it lasts for a long time. Until the May 4th Movement, classical Chinese, as the dominant written language, was handed down from generation to generation, and its language components remained basically unchanged. For example, the usage of some basic sentence patterns and commonly used function words in the pre-Qin period has been preserved in classical Chinese, and even the most active words in the three elements of language have strong stability in classical Chinese: the ancient meanings of some words have long disappeared in spoken English, but they can still be used in classical Chinese. Although later generations will inevitably mix some spoken language at that time in imitation, which will bring some subtle changes to classical Chinese, on the whole, classical Chinese has basically maintained its original appearance in vocabulary system and grammar system.
Third, the writing is concise. Most of China's important ancient books are written in classical Chinese, and many immortal works have always been known for their conciseness. It can be said that classical Chinese itself contains concise factors: first, classical Chinese is dominated by monosyllabic words, with few disyllabic words and disyllabic words; Second, classical Chinese is often omitted, and it is very common to omit subjects, objects, predicates and prepositions. In addition, the famous writers of past dynasties paid more attention to the tempering of language and emphasized "the great meaning of small words", thus forming the style of classical Chinese.
Fourth, the ancient Olympic Games were difficult to understand. Due to the age, it is more and more difficult to understand classical Chinese without spoken English. Crooked sentences, uncommon ancient characters, and many strange names and regulations … all these have become elusive "myths" in the eyes of beginners. Therefore, annotating ancient books and solving difficult problems has always been one of the tasks pursued by scholars.
5. Language features or spoken color of Chinese reading 1. The function of scenery description: to render the atmosphere, contrast the emotions of the characters, promote the development of the plot, show the quality of the characters and contrast the central meaning. 2. The function of description method: to express the character and reflect the theme of the work. 3. The role of figurative personification and other rhetorical devices: using rhetorical devices to vividly write the prompt clues 8. Function of the first paragraph: 1. Environmental description: point out the location and environment where the story takes place, lead to the following, and pave the way for the development of the following plot 2. Others: start with the topic and lay the emotional tone of the full text; Cite the full text or cause the following, paving the way for the development of the following plot. 9. The function of the middle sentence: the excessive function of connecting the front and the back 10. The function of conclusive argumentative sentences: summarize the full text, take care of the beginning, point out the center and deepen the theme 1 1. Narrative order: chronological order, flashback, insertion 12. The second person said, kind and natural; The third person can be described from many angles, not limited by time and space. 13. The form of narrative clues: physical objects; Characters; Changes in thoughts and feelings; Time; Change of position; Central event 14. The method of finding clues: title; A recurring word or thing; Lyric comment sentence 15. The appreciation of sentence paragraphs is considered from three aspects: content (what is written and what is unique in the selection of materials); Form (writing method, language features, rhetoric); Emotion (the social value, significance and function of the article, etc.). ) Summary of basic knowledge points of junior middle school Chinese Part I Two common narrative clues: object line and emotional line.
Two language types: spoken and written. Two ways of argumentation: argumentation and refutation.
Two explanatory languages: plain and vivid. There are two types of expositions: expositions about things and expositions about things.
Two kinds of environmental descriptions: the description of natural environment-contrast the emotions of characters and render the atmosphere. Description of social environment-explain the background of the times.
Two types of argumentation: factual argumentation and rational argumentation. In the second part, there are three characters: the first person, the second person and the third person.
Three senses: positive, negative and neutral. The novel has three elements: the characters (the main characters depend on whether the theme of the novel can be expressed), the plot (beginning/development/* * */ending) and the environment (natural environment/social environment). )
Characters mainly master the reading skills of depicting characters through appropriate description methods and angles and reflecting their thoughts and personalities. Plot mainly understands the basic content of each part and the methods and skills to understand and analyze the plot of the novel.
Begin to explain the background and pave the way for the following. For example, at the beginning of Kong Yiji, the layout of Xianheng Hotel and the scenes of two different identities and positions of drinkers (short coat gang and long coat customers) were described, which explained the social background of the disparity between the rich and the poor and class opposition at that time, paving the way for the emergence of this special figure, Kong Yiji.
Develop the characters' personalities and embody their individuality. Example: The development part of Kong Yiji tells the scene that Kong Yiji was laughed at for drinking at Xianheng Hotel for the first time. Through the description of Kong Yiji's image, manners, movements and language, this paper reveals his ideological character of poverty, self-deception, pedantry, pride and laziness.
* * * Show the conflict and reveal the theme. For example, the * * part of Kong Yiji tells the scene that Kong Yiji was laughed at for drinking at Xianheng Hotel for the last time. It reflects Ding's bullying, ruthless and positive description of Kong Yiji's physical disability, and shows his tragic experience, thus profoundly exposing the evils of the feudal imperial examination system.
The ending deepens the theme and leaves some thoughts. For example, in the ending of Kong Yiji, a group of meaningful words such as "about" and "indeed" not only add tragic meaning to Kong Yiji's tragic fate, but also leave readers with endless thoughts.
Environment mainly understands the role of natural environment and social environment. The natural environment describes the natural landscape, exaggerates the atmosphere, sets off emotions, predicts the fate of characters, reveals the essence of society and promotes the development of plots.
Example 1: The * * part of "Kong Yiji" depicts a bleak atmosphere by describing the sad scene of autumn, which indicates the tragic ending of Kong Yiji's imminent death. Example 2: My Uncle Yule and the ending part set off the cheerful, frustrated and depressed emotions of the characters by describing two contrasting sea scenes.
Example 3: Under the scorching sun and heavy rain, the full text tries to describe the scorching sun and heavy rain, which not only promotes the plot to develop step by step, but also shows the tragic fate of rickshaw pullers who are inferior to cattle and horses, and reveals the cruelty of society at that time more deeply. The social environment describes the social situation, explains the background of the story, reveals the social essence, and paves the way for the following content.
At the beginning of Kong Yiji, by describing the layout of Xianheng Hotel and the customers' comings and goings, it illustrates the social reality of class opposition and disparity between the rich and the poor at that time, paving the way for the appearance of a special figure, Kong Yiji. Three elements of argumentative writing: argument, argument and argumentation.
Argumentative essay consists of three parts: asking questions (introduction), analyzing questions (thesis) and solving problems (conclusion). Three orders of interpretation: chronological order, spatial order and logical order.
Three principles of language use: conciseness, coherence and appropriateness. Three narrative sequences: direct narrative, flashback and insertion.
Supplementary narrative is an interpolation. The third part includes four literary genres: novel, poetry, drama and prose.
Four usages of sentences: declarative sentences, interrogative sentences, imperative sentences and exclamatory sentences. The plot of this novel consists of four parts: beginning, development, * * and ending.
In the fourth part, there are five argumentation methods: example argumentation, truth argumentation, metaphor argumentation, contrast argumentation and quotation argumentation. Five ways of expression: narration, description, explanation, lyricism and discussion.
Five usages of quotation marks: ① table quotation ② table irony or negation ③ table specific title ④ table emphasizes or emphatically points out five usages of dashes with special significance: ① table annotation ② table insertion ③ table sound interruption, continuation ④ table topic conversion ⑤ table meaning progression ⑤ Part V Six logical sequences: ① general → individual ② phenomenon → essence ③ reason → result ④ summary → concrete ⑤. Six personalities.
6. What do language features mean in Chinese? Artistic technique is also called "expressive technique".
Various concrete expression methods used by writers and artists in their creation. In literary creation, there are narration, description, fiction, contrast, exaggeration, satire, lyricism, discussion and comparison.
There are five ways of expression: 1, narrative 2, explanation 3, argument 4, description 5, lyrical (1) narrative. Narration is the most basic and common expression in writing. It is the author's narration and explanation of characters experience and events, and the transformation of scene and space.
(2) description. Description is an expression that describes the appearance and form of an object and reproduces it to readers.
It is one of the main forms of narration, especially literary creation. It is sometimes used as an auxiliary means in general lyricism, discussion and elaboration.
If the description is used well, it can be vivid and vivid, so that readers can see this person, hear his voice, feel at home, and get a strong artistic infection from it. (3) lyric.
Lyric is to express and express the author's feelings. It is the main expression in lyric style, and it is often used as an important auxiliary expression in general literary works and narratives.
(4) discussion. Discussion refers to the author's comments on a discussion object to show his views and attitudes.
Its function is to make the article clear and profound, with strong philosophical and theoretical depth. In argumentative writing, it is the main expression; It is often used as an auxiliary means of expression in general narrative, expository or literary works.
(5) description. Description is an expression that clearly explains the shape, nature, characteristics, causes, relationships and functions of things in concise words.
Some explained objects are physical things, such as mountains, rivers, flowers, trees, buildings, utensils and so on. Some are abstract truths, such as thoughts, consciousness, self-cultivation, viewpoints, concepts, principles, technologies, etc. The discussion method is as follows: (1) Proof (argument) Proof refers to actively stating one's own point of view and explaining that it is correct, thus establishing an argument.
Proof is also called "argument". L, for example: it is an argument method based on real examples.
Narrative discussion is to use "narration" to express factual materials and put forward arguments "discussion" to comment and prove one's own views. 2. Analysis: It is a method to demonstrate by analyzing problems.
The author is required to analyze problems and things, reveal the causal relationship between arguments and arguments, thus proving the correctness of opinions and establishing arguments. 3. Citation: an argument method that quotes classic quotations or scientific axioms and common sense to prove an argument.
It should be noted that the quoted remarks and events must stand the test and be objective and true. Also be careful not to quote too much.
4. Contrast: It is also an example method. The difference between it and the general example method is that besides examples, it should be compared with examples to highlight the essence of things and establish arguments.
The advantage of this method is that it is easy to open people's minds and broaden their horizons in comparison. It contains more contents than the general argument, so the reason is more thorough.
5. Analogy: This is a method to prove the argument by analogy, and it is an intuitive demonstration method. When demonstrating, you can tell stories, make metaphors and quote idioms and allusions to illustrate abstract truth.
(2) Refutation This is a reduction to absurdity. Through discussion, the author tries to prove that the other party's argument is wrong, thus refuting the other party and establishing his own correct argument. There are three ways to refute: 1, to refute the other party's argument.
That is to say, directly refute the mistakes of the other party's argument. The specific writing methods are as follows: ① Prove the other party's argument is wrong with facts.
This is the application of case method in refutation. But the right here is not proved by facts, but by mistakes.
(2) analysis and demonstration of errors and hazards. (3) Extend the other side's argument and expose its fallacy.
(4) Establish new opposing arguments to refute each other's arguments. 2. refute each other's arguments.
Wrong arguments are sometimes based on false and wrong arguments; Have a plenty of fabricated facts and reasons. From refuting these arguments, the other side's argument will be refuted and its argument will not be established.
3. refute each other's arguments. Wrong arguments, arguments that serve them, and their argumentation process.
Once the logical reasoning errors in the other party's argument are exposed, its argument will be broken. This is the method of "attacking the shield with the spear of the child"
Language features are the unique language style of an article or an author. For example, the language feature of Han Yu's Shi Shuo is: 1. Parallelism and antithesis Han Yu's prose is famous for its grandeur and bold brushwork, which is reflected in the use of parallelism and antithesis.
His style is also fully reflected in this article. Such as "Born before me …" and "Born after me …"; "The saints of the past ...", "People of today ...".
The use of this sentence pattern is neat and vigorous, which enhances the expressive force. 2. Julian's sentence Julian, also known as thimble and repeatedly, is commonly known as "articulation" among the people, that is, the last word of the above sentence is the beginning of the next sentence, which is connected from end to end, "like a pearl vividly".
There are many such sentences in the text, such as the first few sentences: "Ancient scholars must have teachers. Teacher, so preach and teach to solve doubts.
People are not born knowing, who can have no doubt? If you don't learn from the teacher, you will be confused ... "The use of this sentence pattern strengthens the connection between sentences, making the discussion interlocking and closely related to the theme. 3. Rich mood expression Rich mood expression can enhance the vividness of the article, and this article is quite successful in this respect.
If we use modal particles such as "Hehu" and "Alas" to strengthen our exclamation, use descriptive sentences such as "He is almost the same as in previous years, and the road is almost the same" to vividly describe "the house of the literati", and use restrictive sentences such as "Just like that" to express our conclusion. In the second paragraph of the article, three groups of comparisons are used to reveal the rashness of "being ashamed to follow the teacher". The conclusion is the same, but the tone is different.
"That's why saints are holy and fools are stupid" is an interrogative tone; "I left a legacy in primary school and didn't see it clearly" is the tone of judgment; "Witch doctor is a skilled musician, and the gentleman is dismissive. Today, its wisdom is beyond reach and it can be blamed. " This is an exclamation tone. This complicated statement makes the discussion more vivid and the reasoning more profound.
7. What are the characteristics of Chinese learning in primary schools? 1, practicality. The basic goal of Chinese course is to cultivate students' practical ability to use Chinese, and the main way to improve Chinese ability is Chinese practice.
2. authenticity. It means that students mainly pay attention to the content of words and the information conveyed by words in Chinese learning activities, that is, they should have real information input and output.
3. sustainability. It means that language learners should do a lot of regular reading and writing exercises in real language environment.
4. Repetition and repetition refer to reading and pondering some language materials repeatedly in mother tongue acquisition, so as to achieve the purpose of deepening understanding, strengthening memory, accumulating language sense and accumulating language materials.
5. Gradient. Chinese is rich in meaning. The essence of Chinese learning process is the process of infiltrating Chinese knowledge, ability, emotion, attitude, values, process and method from shallow to deep, from low to high. In this process, the accumulation and improvement of students' Chinese literacy presents a spiral upward trend, which is not a linear growth, nor an overnight change.
6. Integrity. An important idea of system science is that the whole is greater than the sum of parts, and the whole is not equal to the simple addition of parts. In Introduction to Applied Linguistics, Peter Cod pointed out that it is unrealistic to think that a project can be taught or studied in isolation because of the interconnection of language systems.
7. culture Chinese is the carrier of culture and the accumulation of thousands of years of culture in China. It records our beliefs, interpersonal relationships and cultural traditions.
8. think. Chinese is human studies. People are human because they have a thinking brain and a language to communicate their thoughts and feelings.
In addition to the above characteristics, Chinese learning is artistic, interesting and arduous.
For these characteristics of Chinese learning, we must have a full understanding when learning Chinese, so as to grasp the laws of Chinese learning, find scientific learning methods and improve the efficiency of learning.