How to Cultivate Junior High School Students' Ability to Look at Pictures and Speak

Speaking by looking at pictures is an important means to cultivate students' language organization ability in lower grades, and it is also a preliminary preparation for writing paragraphs and articles in middle and high grades, and it is also a comprehensive test of students' language expression ability in lower grades. In primary school Chinese teaching, it is very important to improve students' ability to look at pictures and speak. The level of reading pictures and writing directly reflects students' ability to observe, understand, grasp and use the internal logic of language. Because how to express students' understanding after reading pictures is a difficult point in teaching. How to cultivate students' ability to look at pictures and speak, so that students can express their intentions accurately? Combining with my years of teaching practice, I will talk about some of my own practices. First, different words can be used to describe the same thing. After children enter school, their vocabulary keeps increasing, but it is far from meeting the needs of expression. When you ask them to say a paragraph after you understand the meaning of the picture, they are often unable to express it or even make jokes because of their lack of vocabulary. Actually, they don't really have a certain vocabulary, but they can't use it flexibly. In view of this situation, I pay great attention to guidance in the teaching of looking at pictures and talking, and often let students think and know things with the help of some written or oral words. I often inspire students like this: "Can you accurately describe the scenery at this time? Can you describe your mood properly? " So as to stimulate students' interest in speaking. For example, when teaching the unit "Spring is coming", guide students to collect and accumulate words describing spring and describe the scenery of spring. Students express their opinions: flowers are in full bloom, the weather is sunny, flowers are blooming, the spring is full, the spring rain is like silk, and the grass is like grass ... They consciously combine the meaning and emotional color of words with the concrete things in front of them, enriching students' vocabulary and mobilizing students' oral expression ability. At the same time, let students use these sentences to describe specific things; Teachers should also strengthen the practice of speaking sentences in teaching and cultivate students' oral ability, which will get good results. Second, the same content expressed in different sentences is a language unit that can express complete meaning and is the basic unit that constitutes a paragraph. Usually, my teaching is to make full use of the intuitive image of stick figure, train students to use sentence-making ability flexibly, or use different words and phrases to form the content of expression, so as to lay a solid foundation for writing compositions in the future. I often ask students to speak boldly one by one, and then everyone will comment and choose students who speak clearly, clearly and accurately. There are three sentences in the lesson "Cat Fishing": 1. The kitten quickly raised the fishing rod and hit the dragonfly. The kitten immediately put down the fishing rod and caught the butterfly with both hands. The kitten immediately dropped the fishing rod and ran after the sparrow. The teacher shows three sentences for the students to compare. Do these three sentences mean the same thing? Let the students talk and discuss with each other. In particular, the meaning expressed in bold in each sentence should be carefully understood by students. Finally, the teacher concluded that these three sentences use different words to describe the kitten's half-hearted fishing, so that students can seriously understand the functions expressed by these words in the sentences. In practical teaching, we ask students to describe the same thing or picture with different words, and practice with the content of the text, so that students can understand the characters and events in the text from different angles and cultivate their divergent thinking. Third, build a reasonable idea according to the content of the picture. Look at the picture and speak. In terms of types, there are single graphs and multi-graphs. From the content, there are paintings, painters, landscapes and objects. In teaching, I introduce the above common sense knowledge to students, so that students can establish an overall understanding of various drawings. At ordinary times, I combine the teaching of a class to train students' ability to construct ideas independently according to their intentions. In fact, reading pictures and writing words are also skillful. Similar to writing, children can be guided to observe pictures and write words by asking themselves and answering themselves. The classified query of periodical articles is based on the guidance of periodical library to students' observation of pictures, asking "What is the main picture?" Or who is doing what, who is how, when, where and what. Then go and make some specific observations on the characters or identities on the screen, and carefully observe the movements and expressions of the characters. In this way, students can answer closely with "what" and "how" from the beginning. Cultivate the theme consciousness of oral expression. Over time, as soon as students open their mouths, they can grasp the object with a clear aim and avoid the randomness and looseness of imagination. The more detailed the question, the easier it is to complete the sentence. Of course, when you write a written sentence, you can't simply list the "answers" like this, but simply sort out and arrange the language in a logical way. There are also ways for students to abide by it. Observe a simple picture, first observe the background of the picture, and then observe the activities of the characters. Observe the order of the background, from top to bottom or from bottom to top; From far to near or from near to far, from big to small or from small to big, and so on. For multiple pictures, you can observe one picture at a time, then observe the background, and then further observe the activities of the characters. Ask the students to sort out the levels of the picture according to the general narrative procedure, grasp the main content, and construct the thinking of speaking by looking at the picture. At the same time, let the students use their reasonable imagination, move back and forth, infer the results with pictures, and then explain them in parts. If you want to describe a picture of a fox sitting under a tree and wanting to eat grapes, the following "words" will appear messy: a grape tree is round and big, and it wants to eat grapes. Sitting under a tree should be put into a coherent sentence: One sunny morning, the fox was hungry and he went to a vineyard. When he saw the round and big purple grapes on the tree, his mouth watered, so he sat under the grape trellis and tried to find a way. . . . . In order to make students do this, it is difficult for students to understand only by teachers. Teachers can give students more demonstrations with concrete examples, and then students practice more. Of course, we can also use ready-made pictures and photos to exercise our children. The teacher had better demonstrate first, and then let the children try. Fourth, the same picture conceives different artistic conception. Like intermediate and advanced compositions, it is often because the pictures are the same, the students are young, and their life accumulation is less, so they imitate hard, choose words and make sentences, and have the same ideas. Using a model to limit students' thinking can't make reading pictures and speaking play its due role. In view of this situation, I often regard the picture as a concrete life scene to guide students to develop their rich imagination and develop their thinking by conceiving the ending of the story. For example, after the teaching of Cat Fishing, students can continue to make up stories and express their opinions: 1. The kitten finally got rid of the bad habit and fished seriously. 2. The kitten began to fish seriously. Later, the kitten lost patience and threw down the fishing rod to go to bed. The kitten was criticized by her mother when she came home. The next day, she was invited to go fishing. This time, she caught a fish, and the kitten was very happy. Students' thinking sparks wisdom, but divergent thinking is not an end, but for a higher level. In teaching, I guide students to think deeply. Can kittens really do things wholeheartedly and seriously in their later lives? The students expressed their opinions one after another. This laid a foundation for cultivating students' good study habits and achieved good results in teaching. Practice has proved that paying attention to the cultivation of students' ability to look at pictures and speak in the lower grades of primary school has a natural positive effect on the writing of middle and high grades in the future, because every phenomenon in life is a picture. As long as you observe it carefully, you can understand a picture, say a good paragraph and write a good paragraph. Authors: Shanmen Town Central Primary School, tiedong district, Siping City.