How to improve students' word discrimination ability in daily teaching

The new curriculum concept emphasizes students' autonomous learning, and to realize this concept, students must first have the premise of autonomous learning. A person who doesn't even know the words can't appreciate and analyze an article independently. Students are like chickens in their nests. Only with hard wings can they fly as high as we expect. The concept of "autonomous learning" is to give students hard wings, let them soar, and finally not teach. Explaining words in context is the wing that students need to fly high in the future. The following are my views on the problems that need to be paid attention to and solved in this ability training, as well as the methods of word interpretation and teaching cases summarized in teaching.

First, wing generation, environment first.

When judging this kind of problems, we will give full marks consistent with the meaning in the dictionary, while others will be "extra points as appropriate". I don't think it is appropriate to "analyze specific problems", which is the minimum. Since words appear in "essays", we should "concretely analyze their meanings" in "concrete essays". Since we are required to "explain words in context", we have to write the words in this article. Therefore, as long as the "meaning" is in place and in line with the context of this article, it is impossible to "give points as appropriate". Moreover, in learning, "memorizing" is only low-level learning, while "enlightenment" is advanced learning. From this point of view, we should not "give points as appropriate". As long as the meaning is right, we will give full marks, which is also an affirmation of students and an affirmation of cultivating students' ability in this respect.

Second, eliminate interference and exercise your wings.

Reference books are a good helper for students to learn. Teachers should encourage them to own them and guide them to use them reasonably. I think we can start with the following points in this regard:

First of all, we should pay attention to these problems when arranging preview tasks, so as to prevent students from using reference books to look up the meaning of words on a large scale.

Second, in class, let students close the reference books to prevent them from constantly turning over the reference books.

Third, the teacher chooses words to demonstrate and practice, and tries not to choose words with notes in reference books.

Fourth, teachers should pay special attention to the meaning of words in the text when guiding and explaining.

Third, pay attention to the process, imperceptibly.

The cultivation of the ability of "contextual interpretation of words" is related to the overall perception of the full text, students' sense of language and the accumulation of relevant Chinese knowledge, which requires students to change many things, such as their previous learning methods and ways of thinking. Therefore, the cultivation of this ability is a complex, long-term and systematic project.

Since it is a long-term process, teachers should be prepared to fight a "protracted war" in teaching, which should first be reflected in Chinese teaching. In fact, we can do it for a long time, because teaching materials are a long-term process, and a text is composed of many words. Teachers can choose words that students may not know the meaning as examples to explain and guide, so that students can "imperceptibly" and master them in the long-term guidance process.

Fourth, create conditions for "learning" and "practicing"

Teachers actually have many "rights" in teaching. When asking questions to students, we can add "words that explain the context". If there are no such questions on the unit test paper or related reading questions, as teachers, we can add them for students to practice. This has two advantages: first, let students often contact with such questions and practice more; The second is to promote "learning" with "examination". Don't we often say, "Examination is not an end, but a means"? Therefore, we can "stimulate" students' interest in learning through "examination".

Fifth, encourage students to enhance their confidence.

With the increase of grade, the score of the memory part of the test paper decreases, and there are more and more flexible questions. Many students are afraid and don't believe in themselves when they get reading comprehension and explanations. As a result, they gave up without studying. At this time, the most important thing for teachers is to encourage them to dare to do it, which also needs to be reflected in the classroom, and guide them to try to explain words and tell their meanings in this article. Another point is that after the explanation, they should open the reference books for comparison. Then the teacher asked, "Is the meaning of our explanation similar to that in the dictionary?" As long as there are similarities or meanings, teachers should affirm them and repeat them several times, which will increase students' self-confidence.

Sixth, teach students the skills of "flying"

In the cultivation of this ability, teachers should teach students some methods and let them use these methods to explore the "meaning" of words. According to relevant teaching experience, I summarized the following methods.

"find-find-read"

Since we are going to explain a word in the text, we must first find the word in the text. After finding the word, we must also find the sentence where the word is, and then read it again and again. Of course, sometimes reading only one sentence may not be enough, so you need to read more words to find the meaning of this word. Moreover, in teaching, teachers should learn to popularize and simplify some difficult words with examples from life.

② substitution method

Sometimes, it is difficult to judge the meaning of some words, and it is also difficult to judge repeated sentences. At this time, we can use "substitution" to solve it, which is especially useful for adjectives. Substitution means that when a word is difficult to express its meaning, we can replace it with another language (a sentence or a word, etc.). According to the full text, as long as it does not contradict the meaning expressed in the full text and can be read smoothly in combination with the sentence where the word is located, then this sentence is the meaning of the word in this article. Of course, this needs to be done on the basis of a correct understanding of the full text. This also shows the important role of "understanding words according to context" in understanding the full text.

Teaching case 1:

There is a short article describing Lijiang River. The first sentence is: "There is a beautiful Lijiang River in my hometown", and then the beauty of Lijiang River is described from four seasons: spring, summer, autumn and winter. At the end of the article: the scenery of Lijiang River is "beautiful" ... Students are required to understand the meaning of "beauty" in the context.

For this problem, you can use the "replacement method" and follow the following steps:

(1) If you don't look at this word for the time being, the sentence where this word is located is only: Lijiang River scenery ()

(2) This paper mainly describes the scenery of Lijiang River, so we should ask ourselves: "What is the scenery of Lijiang River?"

(3) From the beginning of the article, I knew that the Lijiang River was beautiful, and it was easy for students to know the beauty of the Lijiang River after reading the full text. At this time, we put "beauty" in brackets, and it becomes "the beauty of Lijiang River", which is not contradictory to the full text. Therefore, we can judge that the meaning of "beauty" is related to "beauty".

(4) If it is not ideal to write only one word "beauty", we only need to add some modifiers: "very special", which means "very beautiful, very beautiful".

(5) Emphasize its meaning in the article: This article refers to "the scenery of Lijiang River is very, very beautiful, especially beautiful". It is good for students to understand this level, and we can't be demanding.

③ collocation method

Collocation means that students can judge what should be collocated behind words according to their existing knowledge and the law of word collocation, such as life, which can represent two situations: good or bad.

Teaching case 2:

There is a sentence in the text "The Day of Winning the Lottery": Before the Second World War, all six people in my family made a living by themselves, and their lives were very "tight" ...

When guiding students to understand the meaning of "financial difficulties", I emphasize that students should read this passage repeatedly first without turning to reference books.

Teacher: "Students, if you ask how life is? How to answer? " ,

Health: happiness, happiness and wealth; Poverty, difficulties, hardships, etc.

Teacher: Students' answers can be simply summarized into two categories: whether life is "good" or "bad". What is this? Students, read this article several times. (Students start reading)

Health: It should be bad.

Teacher: Why "bad"?

Student: Because in this family, my father works alone, but he has to support six people in the family.

Teacher: What if my father has a good job and a high salary? You can still live a rich life!

(Students start thinking again)

Student: there is another sentence: mother often comforts her family ... so it can be seen.

Teacher: The students are so clever. This really shows that life here is not good. Do you know the meaning of poverty now?

Student: Life is very difficult, not rich, poor and without money. ...

Teacher: According to the students' understanding, poverty means "not rich, poor and short of money". Now, please open "Words and Sentences" to see if our explanation is close to that in the book.

Student: It's close (the student is excited).

Teacher: Close means that our explanation is correct.

It should be noted that the above methods are not isolated, but interrelated and complement each other, such as collocation method. Although it is not enough to judge what may be behind it, it is necessary to use basic methods or alternative methods to determine the final meaning.

Abstract of intransitive verbs

In a word, the cultivation of this ability runs through the whole process of Chinese teaching and plays a vital role in students' text understanding and literary appreciation. Besides understanding its importance, we should also know that it is a long-term systematic project. Our teacher's job is like that of an enterprise. We can't simply sell something, but we also need a series of "after-sales services" to make students feel good under the influence of our series of "after-sales services".

How to teach students to explain the meaning of words in context? I accidentally saw such a title on a teacher's blog, and I couldn't help thinking about it myself. Combined with my own teaching, I try to summarize as follows:

(1) Chinese class should be closely linked with middle school students' language practice.

The reason why students can't understand the text well in some classes is mainly because the class is divorced from the reality of students' life. If the language in the text is closer to the students' life, it will be easier for students to understand and acquire. Therefore, Chinese classes must be pragmatic and must not be ostentatious. For example, when talking about "the day of winning the lottery", let students understand "poverty" and "dream", that is, guide students not to be limited to one-sided understanding in textbooks.

(2) Chinese classroom should teach students to think.

"Learning without thinking is useless", and cultivating students' thinking ability and thinking should be an important task in Chinese teaching. Only by cultivating students who are good at thinking can teachers really teach students well. Especially understanding the meaning of words, a child who is not good at thinking, he can't think of the specific meaning of a sentence anyway. In the classroom, students should be encouraged to stand up boldly and speak their own ideas boldly, so that students can exercise for a long time and achieve the courage of children becoming more and more confident!

(3) Bring students into the language situation.

Let students enter the role itself and bring them into the situation described in the text, and language is born.

(4) Let students try first.

Trust students, let them understand and experience, let them experience the process of failure, so as to gain a clear understanding.

Do everything possible to encourage students to use their brains, hands and pens, promote students' communication and collision, and promote students' display and promotion.

Only by trying at all levels can students' Chinese ability be gradually improved.

(5) Teaching methods.

There is a way to understand words in context. Teachers are good at telling students the methods they have obtained, and students in the classroom can also communicate with each other, which will enable students to acquire knowledge, experience and improve.

1.Word solution. When explaining words, some words, as long as the meaning of key words is explained clearly, the meaning of words will come out. For example: curse, explain "curse" first, that is, "speak ill of others, or call names with malicious words", and the whole meaning will come out.

2. Word combination method. When explaining a word, some people can express the meaning of the original word as long as they combine each word that makes up the word into a word with a similar meaning to the original word. For example: soft, soft-soft; Beautiful.-beautiful. Therefore, the meaning of femininity can generally be interpreted as "softness and beauty".

3. Synonym method. When explaining a word, some people can explain the meaning of the word just by finding its synonyms. For example, timidity, which is synonymous with "fear", can be interpreted as "fear".

4. antonym method. When explaining a word, some people can find the antonym of the word and then deny it, so that they can understand the meaning of the word. For example: hypocrisy, its antonym is "true", and denying it is "untrue". Therefore, the meaning of hypocrisy can be interpreted as "untrue".

5. Synonym and antonym synthesis. Some people can use "synonym method" and "antonym method" comprehensively when explaining words, so as to understand the meaning more accurately. For example, fullness can be interpreted as "sufficiency, not emptiness".

6. Metaphorical revelation

With vivid language and analogy, it reveals abstract concepts that are difficult to explain in precise language. For example:

Blood Wash-Like Blood Wash, it describes the cruel slaughter of people.

7. Analytical synthesis method

The relationship between morpheme meaning and meaning of some words is obvious, so we can analyze the morpheme meaning first, and then explain the whole meaning of the words together. You can also explain it comprehensively first, and then analyze the meaning of morphemes. For example:

Indifferent-indifferent, indifferent, indifferent; Put it aside, put it aside. Refers to indifference to people and things.

8. Contact context method

Linking the original meaning of a word with its language environment can reveal the meaning of a word in a specific context. For example, the word "narrow escape" in the test paper can be understood as "description of surviving through great danger" associated with the above paragraph "cockroach dad escaped from the refrigerator".

The above method cannot include the explanation of all words. When explaining words, we should pay attention to context and certain language environment, and strive to cultivate our ability to understand words in combination with context. Only in this way can we understand the meaning of words vividly, understand the emotional color contained in words and grasp the application scope of words.