Essay on Chinese Language Sense Teaching

Essays on Chinese Language Sense Teaching

Everyone should be familiar with essays in ordinary daily life, right? Essay, as its name implies, is an essay, and its length is generally short. What are the most common essays in daily life? The following is my collection of essays on the teaching of Chinese language sense for everyone. I welcome your reference and hope to help you.

Essays on Chinese Language Sense Teaching 1

In Chinese reading teaching in primary schools, in my class or in other Chinese teachers' classes, it often happens that a teacher analyzes and explains a text word by word, and the students are still "two monks-scratching their heads", so the overall meaning of the article cannot be deeply understood. If the teacher guides the students to expand their imagination, read the text aloud with emotion, and train with their own real life, the effect is unexpected-many students suddenly realize "so that's it!"

This is the teaching effect produced by language sense. In our Chinese reading teaching, especially in primary school Chinese teaching, teachers should pay attention to the cultivation of language sense.

According to modern pedagogy theory, the new curriculum standard of Chinese requires breaking the knowledge indoctrination which is mainly based on teachers' explanation, analysis and explanation, actively advocating the learning mode of autonomy-cooperation-inquiry, and paying special attention to cultivating good language sense ability in teaching. The textbooks selected in our Chinese textbooks are all excellent works with excellent quality and beauty after the author's painstaking efforts and repeated scrutiny. Every word is affectionate and everyone has meaning. Only by strengthening the cultivation and training of students' language sense ability and improving students' reading comprehension and expression ability can we combine image thinking with abstract thinking and give play to the infectious role of works.

For a long time, the Chinese class has unilaterally emphasized the analysis of the ideological content of the text, neglected the cultivation of language ability, and neglected to let students feel and comprehend the Chinese materials. It pays more attention to analysis and research than Chinese practice, and pursues deep and thorough explanation, but ignores since the enlightenment's complacency and the cultivation of language sense.

Mr. Ye Shengtao said: "I think the most important thing in the training of written language is to train the sense of language. It is a keen sense of language. " Mr. Lv Shuxiang also pointed out: "The primary task of Chinese teaching is to cultivate students' sense of language in all aspects." Mr. Xia Gaizun clearly emphasized: "A strong and keen sense of language is the core of reading ability and writing ability." It can be seen that Chinese masters agree that Chinese teaching must attach importance to the cultivation of language sense. Language sense is people's ability to perceive, comprehend and grasp language intuition, a thorough understanding of the meaning and flavor of language, and a direct reflection of a person's language quality. Students' sense of language directly affects their understanding, accumulation and application of language and affects the development of their language ability. We should pay enough attention to the cultivation of language sense.

Instructional design:

The article "I love Yangmei in my hometown" is selected in Chinese textbooks for primary schools. "The drizzle is like silk, and the bayberry trees greedily suck the dew of spring. They are spreading evergreen branches all the year round. Laughing with long and narrow leaves in the rain and fog. "

after reading this passage, I guide students to develop imagination and association: we can associate the fineness and softness of silk floss from "drizzle like silk"; From "greedy sucking" to starving babies; From "stretching" to the ease and comfort after getting rid of bondage. The whole passage can make people imagine the Myrica rubra in the spring rain as a hungry baby, the urgent action and cheerful and comfortable mood when the mother gently touches and warms her arms and sucks sweet milk.

The artistic conception displayed in this passage is full of exuberant vitality and vigorous vitality in spring. It should be said that this word processing is full of the author's imagination and association, and it is concrete and vivid. However, superb words are always full of meaning, but short of words. The so-called "implication", "implication" and "force through the back of the paper" leave room for readers to re-create and re-imagine, otherwise "Yangmeishu greedily sucks" and "laughter of long and narrow leaves" will be puzzling and incomprehensible. Among them, the word "greed" was originally derogatory, but it is used here, even if people are naive and unabashed when sucking breast milk from a thirsty baby, the childlike appearance of eager gluttony suddenly gives birth to affection.

Teaching reflection:

The reason why students can understand the meaning of this passage and produce colorful feelings is not through the teacher's analysis and direct explanation of words, but the role of imagination and association in the sense of language. The association and imagination in the sense of language means that students are not subjective at will, but based on the description of the speech object, thus thinking of it or conceiving the image of something. Imagination and association bring the feeling of speech into a brand-new realm. Vivid images, moving scenery, rich emotions, strict logic, profound' philosophy ... and the resulting aesthetic pleasure will flow in the feeling of speech.

Students who read more will naturally increase their chances of understanding and comprehending language materials. We should guide students to choose various genres, contents and articles full of emotions after class, so that students can try to figure out and taste the characteristics of various words and sentences from their works and feel the "* * *" on their expressions.

In the future Chinese teaching in primary schools, I will insist on cultivating students' sense of language. Essays on Chinese Language Sense Teaching 2

The lesson Little Dew is beautiful in language, accurate and vivid in words and sentences, which is a good basis for students to learn and accumulate language. In teaching, I focused on training students' sense of language.

In my opinion, language sense is students' ability to perceive language, including the meaning, emotional color and composition of language. For third-grade pupils, we should first cultivate students' ability to know the general idea after reading a paragraph. When teaching the first natural paragraph, on the basis of the students reading the sentences, I asked the students to talk about what they learned after reading this paragraph. The student said that he knew the time when the little dew appeared. Some said that they knew where the small dew appeared. Some said that they knew that the small dew was constantly getting bigger and brighter. This information is the conclusion that students draw after understanding the words. Summarizing this information is a summary of the general idea of this natural paragraph. When teaching paragraphs 2, 3 and 4, I showed them one by one. On the basis of students' fluent reading, let the students talk about what these three sentences are about. This is the students' grasp of the general idea of these three natural paragraphs.

Knowing the general idea is only the first step, and the second step is to guide students to cultivate a sense of language in evaluating sentences. The sentences in paragraphs 2, 3 and 4 are the same, but the words are different. In teaching, I first ask students to find the similarities of these three sentences. Through communication, the students realized that these three sentences were written by little frogs, crickets and butterflies praising little dew. They all speak politely, and they all express their feelings of liking dewdrops. After that, I asked the students to find the differences between these three sentences. The students realized that frogs, crickets and butterflies have different praise languages, different actions and different places to stay. On this basis, let the students perform the small frog, cricket and butterfly boasting the small dew. Students have mastered the expression of sentences, the language expression is fluent, and the action performance is in place. At this time, all the students are dewdrops. I asked them to learn the manners of frogs, crickets and butterflies. I thanked them and praised them. The student said, "thank you, little frog who jumped on the big lotus leaf." You are really hardworking. You have been catching bugs all morning. " "Thank you, little cricket who climbed onto the straw. Your singing is really beautiful. " "Thank you, the little butterfly that landed on the flower. You are as beautiful as a flower. "

I once read an article about language sense. At that time, two paragraphs were extracted:

Language sense is the overall feeling of people's intuition about language, or the process of complex psychological activities and cognitive activities caused by language and writing, and it is a kind of ability to grasp language and writing. Language sense is an individual's language accomplishment, and it is a kind of ability with strong experience gradually cultivated by individuals in long-term standardized language practice, which can directly and quickly comprehend and use language and characters.

From the perspective of language sense generation, language sense teaching strategies mainly include: repeated reading, comparative evaluation, swimming with great concentration, careful observation and imagination expansion. Repeated reading is the best strategy to cultivate a sense of language, which requires eyes, ears, mouth and heart, and emphasizes the direct and overall understanding of the language, which is completely consistent with the intuitive understanding of the sense of language. Comparative evaluation is an effective strategy in classroom language sense teaching. As the saying goes, only comparison can distinguish. Only by comparing different words, different sentence patterns and different word orders can students discover the beauty of language use in the text, evaluate the meaning and sentiment of language and cultivate a sense of language. Immersion in swimming is a study strategy based on familiarity. In the face of language, we try to figure out, scrutinize and chew, "every word should not be ignored, and the language can understand its spirit", appreciate and ponder, weigh and compare, and gain a sense of aesthetics, affection and meaning. To observe is to communicate the language and words read in front of you with your own life experience and reading accumulation, and touch the author's heart through the bridge of words. Language symbols have no direct sensibility, so they must be transformed into vivid images with the help of association and imagination. You can also create new situations and artistic conception by reorganizing appearances. The sense of language gained in this way is rich and profound.

It seems that what I have done is only superficial. To better cultivate students' sense of language, we must also train them in swimming, observing and imagining. Essay on Chinese Language Sense Teaching 3

Although it has been nearly a hundred years since modern Chinese replaced classical Chinese, it needs to be passed down and carried forward by future generations because of the 5,-year civilization of China and the splendid culture created by our great ancestors. Therefore, classical Chinese still occupies a significant proportion in Chinese teaching in middle schools. However, inheriting these immortal cultural heritages has become a big worry for teachers and students. Some people even wrote a jingle saying: I am afraid of writing, I am afraid of classical Chinese, and I am afraid of Zhou Shuren! According to the survey, as many as 86% of middle school students hate classical Chinese. What is the reason? One is because there is no language environment of classical Chinese. Today, people's communication and writing are all in the context of modern Chinese. In daily work and life, classical Chinese almost disappeared. In addition, there are obvious differences between classical Chinese and modern Chinese in words, sentences and expressions. Therefore, not being able to read is the biggest obstacle to appreciate classical Chinese, just as most people don't like reading foreign languages and scientific works. Understand that this can't pass, and other feelings can't be discussed. Secondly, there are serious problems in the teaching of classical Chinese. Nowadays, the teaching of classical Chinese often only focuses on the memory accumulation of key words, words and sentences in the article. It seems that as long as you recite these things, it will be no problem to interpret and appreciate ancient Chinese. Actually, it is not. The accumulation of words in classical Chinese and the understanding of ancient Chinese are complementary. Only by truly understanding the text can we effectively remember the words, and then expand the reading range to achieve the goal of better appreciating ancient Chinese. So, how to teach classical Chinese well in practical teaching? The advice given by many experts is to cultivate students' sense of language in classical Chinese.

what is the sense of language in classical Chinese? In fact, it is the ability to feel and understand classical Chinese. It is often said that forming a sense of language is the key to learning a foreign language well. The same is true for classical Chinese. Mr. Wang Ning divided the sense of language in classical Chinese into three stages: fragmentary sense of language-intermittent sense of language-comprehensive sense of language. Among them, a comprehensive sense of language means that you can read any ancient classics "unimpeded", which only today's ancient Chinese experts can do. Most students can only reach the first stage. Only through continuous learning and accumulation can we gradually transition to the second stage. From this point of view, it is an unavoidable and vital responsibility for modern Chinese teaching to help students realize the leap of these two stages and guide them to like classical Chinese.

how to cultivate students' sense of language about classical Chinese?

First of all, in the process of guiding students' translation, we should adhere to the principle of "literal translation first, free translation second". Because the process of students learning classical Chinese is actually the process of accumulating classical Chinese knowledge. Therefore, only by insisting on literal translation and trying to preserve the characteristics and language style of the original words and sentences can we deepen our understanding and consolidation of classical Chinese words and sentences, especially classical Chinese function words and some special sentence patterns.

Secondly, students should be encouraged to think Dochado. It is precisely because of the great differences between classical Chinese and modern Chinese. Therefore, when reading classical Chinese, we can't just look at it out of thin air. Otherwise, the reading ability of ancient Chinese will not be improved, but will go into misunderstanding and even make jokes. Therefore, in the usual teaching, we must guide students to form the good habit of using reference books. At the same time, when encountering difficult problems, students should be encouraged to think more and explore more to stimulate their curiosity and thirst for knowledge. Only in this way can students' classical Chinese world be full of vigor and vitality.

Thirdly, pay attention to the reading transfer of classical Chinese for students. While teaching the text, carefully select some articles with similar ideas, language styles and writing backgrounds as supplements. Let students deepen their understanding and consolidation of classical Chinese knowledge in comparative reading, and at the same time, they can expand their reading of classical Chinese, which is more helpful to cultivate their sense of classical Chinese language.

Finally, guide students to read more and recite more. As the saying goes, if you are familiar with 3 Tang poems, you can recite them even if you can't write them. Today's students are unfamiliar with and afraid of classical Chinese because they are "cash-strapped". Mr. Wang Li, a famous language master, said: "We must read more ancient Chinese, and it is best to read dozens of excellent works and immerse ourselves in them." Because only in this way can we help students create a certain language environment of classical Chinese in their thinking world, thus forming a sense of classical Chinese language. Essay on Chinese Language Sense Teaching 4

Specifically speaking, it is a keen sense of language and writing, and the ability to directly and quickly perceive and grasp the words in a specific environment without logical reasoning. With this ability, it is no longer difficult to learn Chinese well, let alone all kinds of problems in Chinese. Because the sense of language is so important, many educators attach great importance to it. Mr. Ye Shengtao once said: "I think the most important thing is to train the sense of language." Article 7, the general goal of Chinese Curriculum Standard, also puts forward: having independent reading ability, paying attention to emotional experience, having rich accumulation and forming a good sense of language. It can be said that cultivating language sense ability is the ultimate goal of Chinese teaching.

However, language sense ability can't be formed overnight, let alone overnight. It is a long-term accumulation process, and it is precisely because of this that people pay less and less attention to the cultivation of language sense ability in today's high efficiency and fast pace.

First of all, the cultivation of language sense needs to read more books, taste more, try to figure out and compare, so as to continuously improve the ability of appreciation and feeling. But now it is an indisputable fact that students study less. Because I don't have time, I have to do physics and chemistry problems and English problems quickly, and I have to attend various remedial classes. Even if it is a text, the students will read it once, and the teacher will explain it in a hurry, so the students have no time to taste it.