How to Cultivate Pupils' Ability to Use Language and Characters

"Chinese is the most important communication tool" and "guide students to correctly understand and use the language of the motherland, enrich language accumulation, and make them have preliminary listening, speaking, reading and writing abilities". However, looking at the current Chinese classroom teaching, for a long time, the main focus of Chinese teaching has been on cultivating students' reading and analysis ability and understanding of the text, ignoring the accumulation and application of language. But knowing doesn't mean you can use it. The general process of primary school students learning and mastering a language is: language understanding-language accumulation-language expression. Understanding is the first leap in students' learning process, while knowing how to use it is the second leap in the learning process. Understanding and use are not completely separated. Knowing how to use this language can deepen students' understanding, so that understanding does not stay on the surface, but in-depth understanding. Looking at the present situation of primary school students' language ability, we can say that there are still many shortcomings. For example, in exams and compositions, other words are rampant, idioms are misused, writing articles is full of ill sentences, punctuation marks are misused, rhetoric is misused, and many online terms are often used. This reflects that there are still many deficiencies in students' ability to use language and characters. This is inseparable from our daily teaching, so classroom teaching is an important way to cultivate students' language use ability. Next, I will take the teacher of Qian Times as an example to talk about how to cultivate students' ability to use language in class. 1. Grasping the key points and stimulating points in the text to cultivate students' language use and writing ability, then teachers should first do their own lesson preparation work before class, carefully study the teaching materials, and focus on excavating the stimulating points of students' language use and writing ability in the text, so as to cultivate students' language use and writing ability from here. Only by finding out the key points and stimulating points can the cultivation of students' language and writing ability rely on and draw lessons from. However, having a pair of abilities to find the key points and wonderful points in the text cannot be achieved overnight, which is inseparable from a Chinese teacher's Chinese literacy and teaching experience. Being able to have a pair of abilities to find the key points and exciting points in the text is the goal that Chinese teachers have been striving for all their lives, and it is also inseparable from their lifelong efforts. With many years of teaching experience and profound language skills, Mr. Qian can dig out the key points and highlights in the teaching of the demonstration class "Country Man". In word teaching, Mr. Qian can divide words into three lines. The first line is the key words for general understanding and reading. The second line is polyphonic characters; The third line is a word that students can't understand. The gradual presentation of this kind of text is not only clear but also clear at a glance. Students can better remind themselves of the usage of these words in this clear and definite way. In text teaching, Mr. Qian grasped the word "Don't be funny" and asked students to talk about how to be funny in the context, so that students could read it carefully and talk about their feelings. What impressed me most was that Mr. Qian described the scene on the melon shelf to the students in his own language. "Close your eyes, spring has come, it must be downright-; Summer is here, and the fruits are on the fruit shelf. Autumn is coming, and the melons are on the shelves. "Ask the students to close their eyes and tell what they saw on the melon shelves in spring, summer and autumn, and what kind of melon shelves they seem to see. In the teaching of the sentence "There are a pair of stone lions squatting in front of that tall building or two big flagpoles erected", you can put pictures and talk about the differences. In the teaching of "When you go there, you will often see many fresh bamboo shoots sticking out of the soil in groups", let the students read this sentence and talk about what they seem to see. The excavation of these language points is the growth point of students' language and writing ability. Finding good language and writing stimulation points and key points will make students' language and writing ability grow like running water, which can be continuously increased. 2. Create a relaxed and pleasant teaching atmosphere to stimulate students' desire to express and use. Einstein said, "Interest is the best teacher". The ancients also said that "knowing is not as good as being good, and being good is not as good as being happy." Interest is an internal driving force of learning, which can stimulate students' desire to express and speak, and turn inefficient into efficient. Teachers should let students express their views in a relaxed and happy atmosphere. This requires teachers to do the following work by themselves: 1. Learn to appreciate students. When we look at children with appreciation and praise them sincerely, we can give them endless motivation. Malicious slander and criticism will dampen children's desire to express and speak. There are no standard answers to many questions in Chinese classroom teaching. Although many students' answers are different from your preset ones, their answers are very creative and worthy of praise and affirmation. In the process of teaching Peasant, Mr. Qian always smiles at the students, and the language is as warm as the spring breeze. In such a teaching atmosphere, students have a strong desire to express themselves and speak naturally. 2. With childlike innocence, children and adults have different skies, different ways of thinking and observation angles. Only by having a childlike innocence and turning yourself into a child can we enter the inner world of students. Communicate with children in their language and listen to students' answers in their language. In Mr. Qian's class, the students gave great praise when they answered "Tomatoes blushed when they hugged together" and "Rape flowers showed a smiling face". It also stimulates students' desire to express and speak in class. Based on students' listening and reading ability, cultivate students' oral and writing ability. Listening, speaking, reading and writing are four complementary abilities. Understanding and reading well are the basis of understanding and students' speaking and writing. Only by understanding the text can we speak and write on this basis. Teacher Qian's reading guidance in this class is particularly in place. Before students return to thinking, they will be allowed to read fully. After students understand the text, they will be allowed to read with their own experience and can guide students to read correctly. Because correct reading helps students improve their language expression ability. For example, at the beginning of this class, the teaching link is set to "pick one sentence you like best and read it beautifully to your deskmate. Tell me about your feelings?" The link set when teaching the sentence "Don't be funny" is "Read it again carefully and tell me how you feel?" And "can you bring such beautiful scenery to everyone?" "Read this sentence again with a constantly changing picture." "Can you boast about the melon racks of rural people?" "Much more lovely, tone so proud. No one wants to try. " . When teaching the directional words "in front of the door" and "behind the house", students can be guided to "tell the truth in an orderly way". Who will read this sentence to us? Instruct students when the flowers bloom in seasonal order, "Can you read in seasonal order?" In this link, it is particularly brilliant to guide students to read commas well and let them read "open in order according to the season." The knowledge read to students can help them understand the text better. When teaching "like mushrooms after rain" pictures, students can be guided to read this sentence. The guidance of reading ability can lay a good foundation for students' understanding and the cultivation of language and writing ability. Let listening, speaking, reading and writing skills complement each other. Fourth, create classroom situations and increase practical activities in Chinese classroom. Chinese texts provide specific situations for language practice in teaching. Although reading is also a Chinese practice, Chinese practice is not just reading. We should design various forms of exercises to let students speak and write with the help of content and text situation. Such practical activities are very important for students to master Chinese tools. Therefore, the teacher's task in class is to effectively organize all students to participate in language practice, so that students can actively participate in various forms of language practice activities. Language practice should not only be an ornament in class, nor should it be a stage for teachers to show their skills, but should really guide children. Teacher Qian's classroom teaching activities are mainly reflected in the design of the last teaching link, that is, choosing a scene, writing it with anthropomorphic methods and making the scene move. Walking in the countryside, you will often see (). However, the design of teaching practice activities is not enough. The cultivation of students' language use ability is not limited to the classroom, but should be carried out in daily life. But the classroom is the main channel to cultivate students' language use ability. It is related to students' writing ability and all aspects of development. In Chinese classroom teaching, we should always pay unremitting attention to it.