What are the methods for learning Chinese in primary schools?

Chinese learning methods for the second grade of primary school

1. Stimulating interest is the driving force for students’ independent learning

Stimulating students’ interest in learning should be one of the tasks that teachers must do one. Practice has shown that interest is the source of students' active learning, which requires teachers to change the traditional dull teaching methods and actively and boldly seek an interesting learning environment, allowing students to discuss freely, communicate independently, and let them truly feel To learn is joy. Teachers do not hesitate to praise students who have unique ideas. In such an atmosphere, students not only cultivate their sentiments but are also inspired. Only in this way will they be more motivated to learn independently.

Introduce situations to stimulate inquiry psychology, and use situations to stimulate students' learning motivation. Timely creation of situations is particularly critical in the classroom. Although the class time is short, every link is important. To make every student proactively enter a state of independent learning and persist in a class from beginning to end, only Create situations. The second grade of primary school is a special stage. This stage mainly focuses on literacy and writing. So teaching according to books and writing on the blackboard seems too rigid, not lively and lively, and has no context. The handwriting will be blurred in the students' minds. Abstract rather than concrete. We can use many methods to change this situation, such as card literacy and picture literacy, which mobilize both the left and right brains to help students remember words; guessing literacy, for those words that can be puzzled, write the word on the blackboard On the topic, the teacher told the riddle and asked the students to guess. The strong curiosity prompted the students to enter the situation at once.

In addition, using the intoxicating beauty of art pictures can easily lead students into the situation you set. The beautiful melody of music is also one of the means of creating situations. No matter which method, the purpose is Increase students' curiosity, enable them to form a mentality of diligent inquiry, change from passive to active, and actively participate in teaching.

2. Guided inquiry is the key to students’ independent learning

We often say: It is better to teach people to fish than to teach them how to fish. The purpose is to teach people how to fish. The same goes for learning Chinese. If you want a second grade student to be able to take the initiative to learn, the key is to teach him how to learn Chinese, guide students to take the initiative to explore, promote students to learn independently, understand, discover, and communicate, so as to master the methods of independent learning. .

After teachers have fully mobilized students’ interest in learning, they must be guided to actively participate. The awareness in this regard must be strengthened. In addition, in Chinese teaching, in order to improve students' interest in learning, teachers can break the rules and let students choose paragraphs to study independently, for example, each group chooses a paragraph. For example, taking "What If" as an example, I divided it into several paragraphs and let each group choose by themselves. After the selection, the students could communicate freely with each other, so the students' emotions were high. When the whole class communicated, everyone was eager to try and unwilling to be left behind. , a class is completed in the students' reading and communication. That kind of understanding and perception may not be achieved by the traditional cramming teaching method, and the teacher's role is only to guide.

At the same time, students should be encouraged to question and ask questions, and students should dare to discover problems and dare to ask questions. Only in this way will students take the initiative to explore. The idea of ??finding out is the motivation for them to take the initiative to learn.

3. Develop good writing habits

Since "primary school Chinese teaching should be based on promoting the development of students and laying the foundation for their lifelong learning, life and work." Then, as a second-grade primary school student, you should develop good writing habits when learning Chinese classes. Good writing habits are formed in the first and second grades. As a second-grade Chinese teacher, you must pay attention to this. There are many methods in specific practice, and due to space limitations, they will not be described in detail.

4. Pay attention to reading teaching and cultivate students’ good reading habits

Chinese learning methods for third grade primary schools

1. Preview guidance

Preview means that students study the teaching materials by themselves before the teacher lectures. This is a prerequisite for listening to the class well. At this stage, the teacher guides the students to preview according to the characteristics of the teaching material according to the following steps:

First, browse the teaching material and understand the framework.

To achieve this goal, it is not necessary to study every word and sentence of the new textbook carefully. You only need to browse the eye-catching words of the textbook and the first and last summary sentences of each paragraph. In this way, students can complete the task in a few minutes.

Second, contact old knowledge and ask questions.

Knowledge is a system. There are always connections between old and new knowledge. Therefore, I require students to associate and recall related old knowledge when previewing new knowledge. We must boldly question and ask questions about new knowledge and the connections between old and new knowledge. Zhu Xi said: "Those who have no doubts in reading need to be taught to have doubts, and those who have doubts must have no doubts. Only here can they make progress." For the questions raised, you can use pencil to write in the blank spaces of the relevant textbooks for further study

Third, check the information, think and discuss.

After discovering problems, you should actively solve them. For students to solve problems they find before class, teachers first need to teach students how to use reference books and the Internet to solve problems. A dictionary is a kind of reference book and a silent "teacher" for students in learning. Consulting reference books can solve problems in pronunciation and meaning of words encountered during preview. Internet knowledge is even richer. Understanding the author's life and writing background by consulting books and web pages will help you understand the content of the text. However, what should students do when they encounter problems that cannot be solved by the above two methods? Therefore, teachers also need to teach students practical methods of communication and discussion before class. The target of discussion at this time is very wide, including relatives, friends, classmates, teachers... Just make sure that the other party is also interested in it. If you still have questions after the discussion, take notes so that you can listen carefully to the teacher's explanation in class. If the doubt has not been resolved in class, ask the teacher immediately after class.

Chinese learning methods for sixth grade primary schools

1. Outline method

Compile the text into a paragraph-level outline according to the structure and content characteristics of the text, and then recite according to the outline For example, "Spring" by Zhu Ziqing can be arranged into a structural outline to look forward to spring, draw spring, and then further elaborate on the drawings to praise spring, such as spring grass, spring flowers, spring breeze, spring rain and welcoming spring pictures, which will make it easier to recite.

2. Comprehension method

Comprehension is the prerequisite for recitation. Teachers should guide students to understand key words, sentences, and the main ideas of the text, and clarify the levels and relationships between each level, so that students can Act according to the author's thoughts, so that everything he says seems to come from my mouth, and everything he means seems to come from my heart.

3. Questioning method

Before reciting, turn the recited text into questions. For example: What is the purpose of writing like this? Using this method can reduce the difficulty of reciting

IV. Regularity method

Some articles have neat structures between sentences and paragraphs. The structures are similar. In the guidance It will be much easier to follow the rules when reciting. If the number of words and sentences in each chapter is basically the same, and only the words in certain corresponding positions are different, it will be easy to memorize the first chapter and recite the other two chapters according to the rules.

5. Trial method

When instructing recitation, let students try to recite, go over and read the original text until they finish reciting.

6. Comparative method

Some poems have roughly the same content but different writing methods. For this type of poems, use the comparative method to recite, such as Li Bai's "Looking at Lushan Waterfall" and Su Shi's " "Inscribed on the Silin Wall" are both written about Mount Lu, but the writing methods are different. Comparison and recitation are required to avoid confusion.

7. Decomposition method

When the content to be recited is long, the content can be decomposed and recited from less to more until it is finished.

8. Cooperate with the recitation method

During the recitation process, reading and writing should also be combined. Reading means that when students read aloud, they should pay attention to the rhythm, speed and tone of the reading, and should read out the expressions and language. The context and semantics also require students to write the recited content accurately and quickly without typos or missing sentences. Checking means checking allows students to check themselves, groups to check each other, and teachers to spot check, so that the recitation can be implemented accurately.

9. Copy, read and recite method

As the saying goes, "copying once is better than reading ten times." When instructing students to recite, they can use various methods such as reading first and then copying, copying and then reading, etc. , so that students can develop the habit of using their hands and brain to achieve the purpose of rapid recitation.

10. Diverse recitation methods

During the recitation process, relay recitation, group recitation, deskmate recitation, male and female confrontation recitation, etc. can be used according to the characteristics of the teaching materials and the actual situation of the students. The recitation form stimulates interest in recitation and cultivates students' awareness of being proactive and competitive.