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What problems should be paid attention to in the second volume of Chinese teaching in the fifth grade of primary school?
First, the basic structure of teaching materials
This textbook continues to be organized into eight groups according to special topics, namely, the first group "Entering the West", the second group "Forever Childhood", the third group "The Art of Language", the fourth group "They moved me", the fifth group "The Journey of China's Classical Works", the sixth group "Entering the Information World" and the seventh group "People Written by Writers".
This textbook also arranges two comprehensive studies. The first time was in the "Art of Language" group, focusing on text learning and arranging some Chinese practice activities, which we called "small synthesis". The second time was in the sixth group of "Entering the Information World". Editors have broken through the textbook structure with the text as the main body, and changed to the arrangement form around the theme, task-driven, and activities throughout, which we call "grand synthesis".
Except for the sixth group, there are 28 texts in the book, 14 intensive reading and skimming. Each of these seven groups of textbooks consists of four parts: introduction, lesson examples, oral communication exercises and review and expansion. Set up a "word bank" after each group of texts. Among them, "reading, writing and writing" are composed of words that can be written, and it is required to be able to read and write; The words "read and remember" only require memorization, not writing. Some texts are followed by information kits or reading links. There are five "information kits" and two "reading links" in the book.
The book also arranged eight selected texts, with two lists of new words. Glossary (1) is 200 words that need to be known. At this point, the literacy task of knowing 3000 commonly used words in primary schools has been completed. Glossary (2) requires writing 150 words, and the cumulative writing amount so far is 2300.
The phonetic notation of this textbook is consistent with the first volume of grade five. New words and difficult words are marked with brackets, and polyphonic words are marked with brackets. Intensive reading and skimming of unfamiliar words in the text are pronounced once, such as "hire him to pick pinecones" and "hire" in lesson 17; Then, there is another phonetic notation for "going to the chartered boat" in lesson 26 "The Boat in Venice". The new words appearing in other parts are no longer phonetic symbols. In order to facilitate literacy, the new words in the text are marked with local voices; Teachers should give some hints to some words that need tone sandhi or soft reading in language environment.
Second, the main features of teaching materials
(A clear sense of goal, the full implementation of learning objectives.
In the arrangement of teaching materials, one of our first considerations is: under the premise of implementing the overall objectives of curriculum standards, how to reflect the phase objectives of the third phase and the connection and convergence between the phase objectives? In order to better reflect the integrity, stages and continuity of teaching objectives, and achieve the overall goals and goals that must be consistent, we have organically infiltrated all Chinese learning processes in this book, and made specific arrangements for the objectives with obvious stages in the textbook. For example:
In reading skills, continue to strengthen reading training, and pay attention to the diversification of training forms. For example, "first discuss how to read the different tones of the characters, then read the text by roles" and "act it out by roles after reading the text". In addition, the training of silent reading has been strengthened. The textbook makes specific arrangements for silent reading, which further improves the requirements in understanding and silent reading speed.
In reading comprehension, the focus of the third issue is to grasp the main content of the article, understand the thoughts and feelings, try to figure out the narrative order of the article, and understand the basic expression methods; Learn poetry and read different articles such as narratives and expositions. Textbooks take various forms and make specific arrangements in guiding students to grasp the content, feel the feelings, understand the narrative order and understand the expression methods.
In terms of reading methods, while continuing to strengthen the cultivation of intensive reading and skimming, the textbook also arranges the content of cultivating browsing ability. Browse, browse. An important purpose of browsing is to collect information as needed. One of the goals of Chinese course in compulsory education stage is to make students "initially have the ability to collect and process information". To have this ability, you must learn to browse: read quickly as needed, you can read the title first, then the text; I can read line by line, ignore what has nothing to do with demand, look at what is relevant carefully, and process the information for my use. In the information society, browsing is an important way of reading and also a reading ability. One of the purposes of this textbook is to strengthen the cultivation of browsing ability.
Look at oral communication again. First of all, from the emotional attitude goal of oral communication, the third stage puts forward that "communication with others can respect and understand each other". "Respect" means not only "listening carefully and patiently", but also respecting each other's personality. For example, you should concentrate on it, don't interrupt others casually, and you can see it with one eye when you listen; "Understanding" means listening and thinking from the other person's point of view, understanding what the other person said and understanding the other person's mood at that time, which is obviously a step forward in the requirements of emotional attitude. Secondly, as far as the cultivation of oral communication habits is concerned, the first two issues emphasize the habit of speaking Mandarin, and the third issue puts forward that "paying attention to the beauty of language and resisting uncivilized language" is not only a habit, but also a manifestation of one's language literacy and moral cultivation. From the perspective of oral communication ability training: listening, from the first stage to understand the content, to the second stage to master the main content, and then to the third stage to master the main points. Expression, from the first study period to the second study period, is clear and clear, and then to the third study period, it is centered and organized. Coping refers to expressing in communication, answering, asking questions or explaining at any time in communication, and making preparations before expressing opinions; Have certain qualities when expressing opinions. Textbooks achieve the above goals through the choice of oral communication topics and the design of tips.
Judging from the exercises, the third issue puts forward clear requirements for exercises, with concrete content and true feelings, and can write simple factual and imaginary compositions and common practical articles. Around the above goals, many exercises are arranged in the textbook. As for the types of exercises, I mainly write factual compositions, and also arrange practical writing exercises such as writing letters, research reports and letters of commendation.
Teachers should make great efforts to accurately grasp and concretely implement teaching objectives when delving into teaching materials, which is very important for making good use of teaching materials and improving teaching quality.
(2) The theme is flexible and diverse, and the layout is innovative.
1? It is more flexible to determine the topic from the combination of instrumentality and humanity. Some put forward from the perspective of how to communicate with people properly, such as "The Art of Language", in which students feel the charm of language through the clever answers and witty responses of the characters; At the same time, through contact with scripts, cross talk and other literary genres, feel the art of language expression. Some put forward from the perspective of trying to figure out the writing style of the article, such as "People Written by the Writer", while feeling the vivid characters, trying to figure out and learn the way the writer shapes the characters through appearance, language, movement and psychology. Some of them are put forward from the perspective of introducing China's classic works, such as A Journey to China's Classic Works. Some of them are put forward from the perspective of emotional edification, such as "They touched us", which makes students feel the value orientation in the text and be infected by the spiritual strength of the characters in the text. Some put forward from the perspective of cultivating students' ability to collect and use information, such as "entering the information world". Others are put forward from the perspective of broadening horizons and feeling multiculturalism, such as "exotic customs". Many topics not only appear for the first time, but also pay more attention to the embodiment of language.
2? Textbook arrangement develops in inheritance. For example, in the fifth group, there is a data packet at the end of each text, which systematically introduces the main content, historical position, author, typical figures and stories of this text. The students study the text one by one, but what they learn is a masterpiece. This arrangement will not only get twice the result with half the effort, but more importantly, it will guide them to get close to and read famous works in their study and life from now on.
Another example is the seventh group, which adopts the arrangement form of selecting several fragments to form the text. In a group of character descriptions, the textbook selects three segments of character descriptions as the intensive reading text of the group. Before each segment, there is an introduction about which book the characters are selected from and the general content of the book, and some also explain the general background of the segment. The three fragments are the representatives of three kinds of characters: in terms of age, there are children, young people and old people; From the perspective of gender, there are men and women; From the methods of character description, there are action description, detail description, language description and appearance description. In this way, a variety of images of characters are displayed in a limited space, and students can learn a variety of methods of character description, which is difficult to do in a complete chapter.
(3) The humanistic connotation is rich and colorful, and the theme genre has been broadened.
1? The content of the textbook is full of times and humanistic connotation.
Textbooks have compiled a large number of new texts: the Silk Road, which shows the splendid history and culture of the motherland; The railway built to Lhasa embodies the achievements of China's western construction and praises the hard work and selfless dedication of a new generation of builders. Grandfather's garden, I think, childhood ink painting, full of life interest, reproduce colorful childhood life; Party member, born in the period of socialist construction, is loyal to his duties, selfless and fearless. "Bridge" gives new meaning to revolutionary traditional education, including the power of dreams, and shows a child's pure and kind heart. "My own flowers are for others", dancing with elephants and showing colorful exotic customs with colorful Africa. Text arrangement pays attention to the embodiment of literariness and highlights the characteristics of Chinese subject. He not only compiled many famous works, but also compiled units such as People Written by Writers and Journey of China's Classical Works. In order to teach students the ability to use information and solve practical problems in their study life in the modern society with rapidly increasing information, the textbook specially arranges comprehensive learning units for learning to collect information, screen information and write simple research reports with information.
2? Increase the contents of patriotism, revolutionary tradition education and Chinese traditional virtue education, and further strengthen the educational function of Chinese textbooks.
Measure 1: Design related topics and increase the proportion of the above-mentioned educational content by taking advantage of the integration of each group of teaching materials. For example, in the "Entering the West" group, the editor carefully selected four representative texts, from which we can not only feel the beautiful natural scenery and splendid history and culture of the western part of the motherland, but also stimulate students' feelings of loving the motherland, and also feel the endless national feelings and love for the national conditions of the Chinese nation from the hard struggle experience of generations of China people. In the group "They touched me", students can feel the internationalist friendship between Chinese and Korean people, which is higher than mountains and deeper than the sea. Learn the lofty spirit of Red Army soldiers' unity and friendship, taking the overall situation into account and being brave in dedication; Learn from the noble qualities of the old branch secretary, such as loyalty, selflessness and fearlessness, self-sacrifice and saving others; I can also feel the golden heart of an ordinary child who loves others.
Measure 2: Select a new batch of texts and implement the above educational contents. For example, "Building a Railway to Lhasa", "Silk Road" and "Bridge" can enhance students' national pride and pride, stimulate their enterprising spirit, and guide them to be honest China people who love their motherland, have morality, love and social responsibility.
Measure 3: In addition to the text, provide students with relevant corpora to expand reading. For example, after the "Silk Road" text, arrange an "information kit" to briefly introduce the historical position and role of the Silk Road; Using the column "Extracurricular Bookstore", I recommend reading Gorky's Childhood. Relying on the column of "Accumulate over a long period", let students recite excellent ancient poems, make up their minds, cherish time, study hard, embody Chinese traditional virtues, and let students be influenced by ideology and morality while accumulating language and culture.
3? Broaden the style and style of the text, such as classical Chinese, modern vernacular Chinese, scripts, cross talk, research reports and other genres will be included in this textbook, and some genres will enter the primary school textbook for the first time.
(1) classical Chinese. In the third group, "The Art of Language", this book arranges the first classical Chinese in primary schools-Yang Zhizi, which is short, pithy, plain and easy to understand, and suitable for students to accumulate and recite. Classical Chinese is an ancient written language formed on the basis of pre-Qin spoken language. In the fourth stage, the curriculum standard clearly puts forward that "reading simple classical Chinese can help you understand the basic content with notes and reference books." One of the main purposes of arranging classical Chinese in this book is to build a ladder for the fourth period of learning, so that students can initially feel the language style of classical Chinese and pave the way for a smooth transition to classical Chinese learning in middle schools.
(2) Modern vernacular Chinese. In the fifth and seventh groups, four modern vernacular texts are arranged in the textbook: Jingyanggang, The Birth of the Monkey King, Before Yan Jian's Life and Death, Feng Jiao meets Lin Daiyu at first sight, and some of them only extract a fragment. The language style of these texts is quite different from that of modern vernacular Chinese, and the usage and meaning of some words are also different from now. For example, "Hou" means "after", "bet" means "suddenly" and "elder brother" means a little boy. The teacher should make some explanations accordingly.
(3) the script. A script is a script for a theatrical performance. In the third group, this textbook was selected for the script Half a Candle. The basic characteristics of the script are determined by the comprehensiveness and stage of the drama. Characters, plots and scenes should be highly concentrated, and there should be concentrated and sharp conflicts. The script is characterized by stating the time and place of the story, the characters and scenes in the play at the beginning, and then focusing on the dialogue between the characters. Scripts can't portray characters through narrative description like novels. They can only rely on the characters' language and stage description (including expressions, movements, etc. ) to express your thoughts and personality. Therefore, the language of the characters in the play must be personalized. "Half a Candle" tells the story of the ingenious struggle between Mrs. Benod's family and German officers to protect information during World War II. Through the study of the text and the dialogue between the characters, students can not only feel the courage and wit of the characters, but also get a preliminary understanding of the characteristics of the script.
(4) Crosstalk. Crosstalk is a folk art form that makes people laugh by speaking, learning, teasing and singing with humorous language. It is in the form of dialogue (including narration, comment, introduction, demonstration and simulation) to express a theme by shaking the burden. In order to make people laugh, we must use some skills to organize many contradictions, and through comparison, exaggeration and repeated emphasis, we can achieve the purpose of entertaining. Generally speaking, the language of cross talk has the following characteristics: easy to understand, vivid and beautiful, concrete in image, vivid and lively, witty in language and rich in color. The third group's "Call" is a cross talk. The author uses a variety of expressions to vividly present us with a wordy character image, which makes people benefit a lot from laughter.
4. Broaden the text system and enrich the content of language learning.
Set up columns such as "information kit", "reading link", "idiom story" and "extracurricular bookstore".
(d) Guidance and exercises have been carefully designed, and communication and learning have made progress.
1? Highlight the key points of Chinese learning and run thinking, learning and practice through each group of textbooks.
The teaching materials are systematically designed to guide learning: guided by the "introduction" in front of each group and guided by thinking exercises after class; With the help of the "communication platform" in "Review and Expansion", guide students to exchange their Chinese learning achievements in this group, find some basic methods of reading and writing, and gradually develop the study habit of continuous reflection. "Introduction", "lesson examples", "oral communication practice" and "review and development" closely follow the key points of Chinese learning and pursue the overall benefits of Chinese learning. For example, the third group "The Art of Language" points out the key points in "Introduction": collect and accumulate exquisite language and learn to express it in appropriate language. In text learning, it is wonderful to guide students to understand what the protagonist said; Feel the language features of scripts and cross talk. Proverbs, two-part allegorical sayings, advertising words, hints, ancient and modern jokes, etc. are put forward in Chinese practice to encourage students to try to write hints and advertising words. Practice persuasion in "oral communication" and pay attention to speaking appropriately; In addition, debate controversial topics to make them well-founded and reasonable. "Practice" means practicing writing a speech, which should be adapted to the situation as needed. In the "communication platform", guide students to review and exchange their learning achievements: feel the art of language expression and learn to express clearly, concisely and appropriately.
2? After class, practice the text closely, and guide the students to learn from the combination of understanding the content and learning expression.
For example, guide students to find accurate and emotional sentences and experience their effects in expressing emotions. Exercise 2 after class of Grassland guides students to experience the function of some rhetorical devices in expression. In Exercise 2 of Goodbye, Dear, guide students to understand the functions of different sentence patterns such as exclamatory sentences and rhetorical questions in expressing emotions.
For example, grasp the key sentences, understand the content and experience the expression effect. There is such a question after the class of Venice's Ships: "Read the following paragraph, talk about the characteristics of Venice's ships, and experience the benefits of adding words." Add a few points under the headings "Kind of like a canoe", "Like a crescent moon hanging on the horizon" and "Like a water snake in a ditch". )
For example, guide students to pay attention to the connection between the part and the whole when understanding the text content, and show their grasp of the main content of the text in an appropriate way. A good example is a topic after "Jiang Xianghe": "Read the text silently, add subtitles to three stories, talk about the main contents respectively, and then talk about the relationship between the three stories."
For example, understand the method of text typesetting, the relationship between material selection and expression center. After the lesson "Song Wu Beats Tigers" ended, I set such a thinking question: "Think about what is written in the text besides fighting tigers, and what is the relationship between these contents and fighting tigers."
For example, guide students to distinguish the cause and effect of things and learn to express them in an orderly way. After the lesson of Borrowing Arrows from Grass Boat, students are asked to "read the text silently, think about the cause, process and result of the story, and then tell the story in their own words."
Another example is to guide students to understand various methods of writing people related to the text. After the class of "Description of a Group of Characters", students are prompted: "Some sentences in the text highlight the personality characteristics of the characters. ..... find and read from the three fragments and realize the benefits of writing like this. "
The textbook also specially arranges the group of "people written by writers", which focuses on learning and expression, focusing on various methods of character description and showing characters with different personalities. Through comparative reading, students will be inspired a lot.
3? In the "review and development" after the unit, a "communication platform" column is set up to guide students to exchange their Chinese learning achievements, find some basic reading and writing methods, and gradually develop the study habit of constant reflection.
The tips in the "communication platform" column of the textbook are based on this group of texts, which mainly involve two aspects: communicating reading feelings and understanding reading and writing methods for teachers' reference in teaching. Editors deliberately focus on the methods and habits of reading and writing, so as to reflect the importance of grasping the characteristics of Chinese courses and cultivating students' reading and writing ability. Among them, oral communication involves: clear, definite and appropriate expression. Reading comprehension involves: do as the Romans do and understand the author's feelings; Understand the characteristics of scripts and crosstalk; Evaluate the characters in the text, exchange their impressive characters and express their feelings. The writing methods involved are: describing real people and expressing true feelings; Lyric methods such as borrowing scenery and narrative lyric; Use dialogue, action, appearance, detail description and other methods to portray characters; Combine the scenery with people's activities, and so on.
In the activities, some exchanges are very extensive. For example, the group "Children's Life" can exchange feelings about the content of the text, experience of the writing method of the text, and gains in the reading method ... Each topic is only given a beginning, and the teacher should guide it according to the teaching practice. Some communication contents should be relatively concentrated, such as the group "They touched me", which focuses on different ways of expressing thoughts and feelings in the text. This arrangement is to hope that students can summarize, summarize and promote this theme on the basis of a lot of perceptual knowledge. In addition, in the "communication platform" at the end of this volume, students are also guided to exchange their achievements in learning Chinese this semester on the basis of their own summary. It covers all aspects, such as what language knowledge you have learned, what language ability you have acquired, what learning methods you have learned and what good study habits you have developed.
With the help of "communication platform", it is not only the guidance of learning methods, but also the cultivation of learning habits. Under the guidance of textbooks, if students can exchange their learning gains on the basis of long-term reflection, Chinese learning will make progress.
(e) Natural adaptation of psychological characteristics and changes in communication practice.
Since senior three, students' abstract thinking ability has gradually developed, their living space has been further expanded, and their listening, speaking, reading and writing abilities have been further improved. Therefore, compared with middle school students, oral communication and practice in senior grades have better adapted to the characteristics of children's psychological development, and the types have also changed to some extent.
The topics of oral communication in this volume mainly include: planning an activity of "holding hands" with distant children; Childhood fun; Persuade; Tell a story that moves you; Play a textbook drama; Discuss or debate how to use TV, Internet and other media correctly; Telling character stories; Talk about hot topics. The arrangement of oral communication in senior three is not only more extensive, but also involves the training of some oral communication skills, such as persuasion, textbook drama performance, discussion or debate, which requires certain language organization ability.
The arrangement of the exercise is as follows: (1) Write down the composition. I arranged it three times. In the second group, I arranged to write some interesting stories about my childhood. In the fourth group, I arranged to write something that moved me. In the seventh group, I arranged to write a person with a distinct personality. (2) Practical writing. It was arranged three times. The first group of students write letters, introduce the writing of envelopes and encourage students to send letters. The third group is writing speeches. The textbook introduces the specific requirements and writing methods of the speech, and then requires students to write a speech according to some needs; In the sixth group of comprehensive study, the homework content is "writing a simple research report using information", and the textbook provides two examples of research reports, asking "to discuss how to write a research report and then write it separately." (3) Material composition. The fifth group, arrange abbreviation training and provide examples, requiring students to abbreviate "grass boat borrows arrow" or "golden hook" with no more than 400 words; In the second group, students are also arranged to look at pictures and write compositions. Students should carefully observe the contents of the pictures and use their imagination. This is a good training for students' observation and imagination. As can be seen from the above arrangement, training to write practical writing with clear communicative purpose embodies the idea of practicing to serve daily study and life. On the other hand, it also strengthens the training of practicing basic skills.
In addition, in the compilation of "oral communication practice", we should pay attention to students' life, let students return to normal state for oral communication and independent practice, and leave more creative space for students. For example, "Oral Communication Exercise 4" leads to a topic from a TV public service advertisement, which inspires students to recall and tell what moved them. On the basis of oral communication, choose one to write down. Another example is "Oral Communication Exercise 8", which focuses on the major issues that everyone has recently paid attention to. This kind of guidance is kind and natural.
(6) Comprehensive learning is presented independently, and language ability is improved.
In "comprehensive learning", we should guide students to design and carry out Chinese learning activities, guide the process of exploration and research, and improve the comprehensive application ability of Chinese.
This textbook arranges a comprehensive learning unit-"Entering the Information World". In this comprehensive learning activity, we first put forward the learning task-to carry out comprehensive learning around special topics, "to feel the rapid development of information dissemination methods, understand the impact on our study, work and life, learn to use information, and write simple research reports." Then it is divided into two sections: "information dissemination changes our lives" and "using information to write simple research reports" to guide students to conduct comprehensive learning. In each section, first put forward activity suggestions, and then provide some reading materials for teachers and students to make plans and reference choices in learning activities. The first part arranges five reading materials about information transmission mode and its influence on human life. These materials are different from intensive reading and skimming. As far as their functions are concerned, they provide information and introduce relevant materials. In the second section, two different types of simple investigation reports ── Strange Southeast Wind and Investigation Report on the History and Present Situation of Li's surname were arranged. Their functions were to provide students with model articles of investigation reports, so that they could understand the basic characteristics of investigation reports and know how to write simple investigation reports. Finally, some feasible suggestions on how to improve the ability of using information to solve problems in the future are put forward.
In such a "comprehensive" unit, teachers and students have considerable autonomy in the specific content, methods and steps of learning and the presentation of learning results. In addition, special topics and required reading materials have been implemented, which is conducive to cultivating students' cooperative inquiry spirit and cultivating their planning and organizational skills, especially their comprehensive use of Chinese.
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