Retelling methods commonly used in primary school Chinese

Retelling text is a comprehensive ability, which requires teachers to adopt effective strategies and train students to gradually speak confidently. Below I have brought you some commonly used retelling methods in primary school Chinese for your reference.

1 Commonly used retelling methods in primary school Chinese

1. Detailed retelling

In a popular sense, detailed retelling is a retelling that restores the original text. This kind of retelling requires the clearest, clearest and most coherent expression according to the order of the article.

Teachers can generally use the following three methods:

(1) Look at the pictures and retell. There are many illustrations in this article for lower grade students. Basically, a picture is a natural paragraph of the text. Based on the picture, the text content can be recited in more detail. This will not only cultivate students' observation and picture-reading abilities, but also cultivate children's rich imagination.

(2) Make an outline and retell it. This retelling method is mostly used for texts that are longer and have more complex content. When retelling this type of text, I always instruct students to write an outline of the retelling text or fragment, and then retell it in detail in an orderly manner according to the outline. Because the outline can reveal the title of the article, which is the meaning of the paragraph.

For example: "Principal Tao's Speech" outlines: The first question: Has the body made progress? Why do you ask? How to make the body make progress? The second question: Has the knowledge made progress? Why do you ask this? ?How to make progress in knowledge? The third question: Work... The fourth question: Morality... The teacher guides the students, analyzes the text, clarifies the layers, and makes an outline, so that the students can quickly retell the speech based on the text. come out.

(3) Repeat with comparison of important words. This means grabbing some important words in the text that can reflect the content of the text, copying them in a notebook, and arranging them in order to serve as support points and connection points for the retelling. Then according to the memory expansion of these words, connect the contents of the texts or fragments to be retelled, and retell them in detail.

The purpose of learning Chinese is to use language and guide students to accumulate language on the basis of understanding the original language, and retelling is an effective way to accumulate language. After learning "Nezha Makes the Sea", guide students to talk about how Nezha makes the sea in the order of development.

I let the students read the text freely, circle the key words, clarify the order, and clarify the connections between the paragraphs; then I asked the students to practice retelling at the same table, and at the same time presented the key words and asked the students to pay attention Use these words, such as: "bring... magic weapon", "jump into the sea", "take off", "swing", "lift", "shake", etc. in the second natural paragraph. The third and fourth natural paragraphs In the paragraph, "raise... and chop", "smart", "dodge", "hit", "anger", "raise the gun and stab", etc.; Finally, name them to practice retelling in the class, and ask students to retell correctly. Be organized and try to use the original sentences from the book. Strive to achieve "what I say comes out of my mouth, and what I say comes out of my heart."

2. Brief retelling

A brief retelling is a retelling that summarizes the original text. This kind of retelling training requires grasping the content of the text and retelling it. Brief retelling is helpful to develop students' generalization ability, and at the same time, it can train students' language conciseness and thinking agility. Students in middle and high grades can generally retell in the form of brief retelling, and long texts in senior grades can also be practiced by combining detailed retelling and brief retelling.

A brief retelling is a retelling that summarizes the original text. This kind of retelling training requires grasping the main content of the text and retelling it. Brief retelling is conducive to developing students' generalization ability, and at the same time, it can train students' language refinement and thinking agility. Students in middle and high grades can generally retell in the form of brief retelling, and long texts in senior grades can also be practiced by combining detailed retelling and brief retelling.

To briefly retell the entire content of the text, you can use an outline or repeat based on the teacher's blackboard writing in class.

Not only can you briefly retell the entire text, but you can also briefly retell key paragraphs!

3. Creative retelling

Creative retelling changes the form repeat. This kind of retelling means not sticking to the narrative order of the text. It is based on in-depth understanding, selecting certain content, using students' imagination and self-view, and retelling the content in their own language.

Such as retelling by changing the person, retelling in reverse order, retelling by combining the situation in extracurricular reading or activities with the text, retelling by selecting and recombining the plot in the text, and supplementing a person's imagination. Retelling is a retelling of a certain plot in various ways, including beginning and ending, compression, expansion, etc. Creative retelling is generally suitable for senior students to practice.

2 Commonly used retelling methods in primary school Chinese language

1. Accumulate retelling language in recitation

The excellent literary works selected in Xiaoyu textbooks allow students to Read it well and recite it, enrich your language inventory, and the richness of the language will come naturally when you retell it. Before retelling, close your eyes and listen to the music of the text read aloud, so that the beautiful words, exciting parts, and vivid characters in the text flash in your mind one by one; show the slide pictures with purpose, and carefully observe each group of pictures, According to the writing on the blackboard, the wonderful scenes in the text are matched one by one; the teacher demonstrates the story of "Three Borrowing Banana Fans" based on the pictures and the outline written on the blackboard, and requires the students to listen and memorize it; based on the above clues for recall, the students are required to familiarize themselves with the story. Practice retelling the text based on reading.

Teachers help students clarify the ideas of the text during recitation, and progress step by step. Only such retelling training is methodical and effective. For texts that are long in length and have complex structures, teachers should emphasize retelling on the basis of understanding and familiarity to strengthen language accumulation. You can use a step-by-step strategy, starting from less to more, and memorizing the little things together. First retell a part, and then gradually increase it; you can also design a series of questions to inspire students to recall, and the process of students answering questions in detail is the process of retelling. ; You can also provide retelling clues in the form of pictures, text outlines, and writing on the blackboard.

2. Keyword guidance, the courseware guides students to retell intuitively

Keyword guidance provides a crutch for students to retell. With the help of this crutch, it not only helps students grasp the essence of the article and reduces the difficulty of retelling, but also leaves space for students to express and trains students' thinking ability. For example, when teaching the sixth volume "Nuwa Mends the Sky", after the students understood the various disasters suffered by the working people, they focused on the key words "collapse, exposure, cracking, burning, siege, struggle" and asked them to briefly explain it based on the text. Let’s talk about the disaster process.

Such brief retelling training not only reviews the text content, but also encourages students to learn to use words in the language environment and accumulate vocabulary. When students understand the content of the text during reading, I use multimedia courseware to guide students to review the full text, and then let students tell stories with the help of topics, blackboards, and courseware. Try to use good words and sentences from the book. If you can add your own understanding of the text, The unique content is better understood.

This kind of creative retelling for students not only serves as a reminder, but also cultivates students' observation and imagination while retelling.

3. Illustrations or self-drawn comic strips with words guide students to retell

Many texts closely follow the content and center of the article, and are accompanied by illustrations. Reasonable and skillful use of these illustrations is conducive to Students retell the text content fluently. Some students have strong drawing abilities. Let them use their imagination to draw comic strips based on the plot of the text. Under each picture, there is a simple text introducing the plot to help students internalize the language of the text.

For example, after teaching the text "Seven Diamonds", I assign students to go home and draw a few comic strips based on their understanding of the text. Students who really can't draw can imitate the illustrations in the book and draw three pictures. , add a simple text introducing the plot under each picture, and tell the story to parents based on the illustrations. The next day, let the students put the comic strips they drew under the projector and tell stories based on the comic strips they drew.

Some students even drew seven or eight pictures, accompanied by language that was not in the text. This fully demonstrates that students have fully understood the text content. Listening to the students' vivid retellings, I thought that drawing comic strips and adding text would be the perfect way to guide students in retelling fairy tales!

4. Watch cartoons - read the text - tell stories Guide students to retell

Many texts are adapted from fairy tales. Students have watched cartoons containing text content before learning the texts. When guiding students to retell such texts, I watch cartoons and read the texts. ——The form of storytelling. For example, when I was teaching Volume 6 "Nuwa Mended the Sky", before class, I downloaded three clips from the Internet: "The earth is prosperous and the people are singing and laughing", "The God of Water and the God of Fire fight", and "Nuwa refining the stone to mend the sky".

When teaching, I played the three clips in sequence and asked the students to find relevant content in the text and read it several times, then put down the book and use actions to tell the story to their classmates. When the students are fully prepared, they will tell the content of each story in the form of a competition, and the "Experts of Storytelling" will be selected on the spot.

When the students can vividly tell the three clips, I will play the three videos again to guide the students to review the text content, and let the students practice telling the story in groups. It would be better if they can add actions. Finally, the whole class held a storytelling competition to select the story king. This gradually increases the retelling requirements and makes students feel how enjoyable it is to retell the text.

5. Make an outline to clarify the ideas and guide students to retell

Based on the understanding of the original text, clarify the ideas of the retelling and list the outline of the retelling for creative retelling is an excellent form . For example, when teaching the article "Quarrel", first help students summarize the ideas of pandas' speech: first, why we quarrel, then how we make up, and finally, what dad told me and what I understand. At the same time, this outline was written on the blackboard and imitated and recited on a large scale. Then, on this basis, creative speaking and retelling are carried out, which reflects the level of training.

6. Adapt the original style and retell multiple possibilities

Each article has its own unique characteristics, and it is also the crystallization and precipitation of the author's consciousness and emotions, making it The main purpose of students learning, reading and understanding those articles is to enable them to communicate with the author between the soul and the text, to understand the emotional sustenance expressed by the author, and to master his unique writing style, and put these into practice. Knowledge is integrated into one's own mind and internalized into one's own knowledge, which is conducive to flexible use in daily study and life.

Therefore, if you want to further improve the efficiency of students' text retelling, they need to be able to reasonably and scientifically use these existing articles to understand experience, and use their own knowledge base and inventory to review the text. Make changes to the style of writing and use your own skillful methods to vividly and imaginatively reproduce the articles you have learned.

For example, adapt "an article that explains through the identity of the narrator" into "an article that expresses feelings by telling something about something" or directly adapt it into a story to retell and retell it through stylistic transformation methods such as Reproduce the emotion and content of the article.

7. Continuing the text to guide students in retelling

The endings of some texts leave people with endless reveries after reading them. After teaching such a text, I inspired students to imagine several different plots that were consistent with the development of events in the original text. For example, in the lesson "Little Photographer" in Volume 5, the little boy did not take a picture of Gorky. How regretful he was! What might happen in the future? Let students imagine.

I first raised the question "Will the little boy come again?" and asked the students to express their own opinions, and asked them to contact the full text and find the basis for their opinions in the text. Most students think that the little boy is more likely to come again, for two reasons: first, the little boy's desire to take pictures of Gorky is so strong, and this strong desire prompts him to come again; second, Gorky receives him so warmly , to cooperate with him, he believed that he would still be warmly received by Gorky when he came again.

Then use the title "The Little Boy Will Come Again" and let the students retell it in class. This kind of retelling training is not difficult and is based on the text. It is easier for students to talk than to teach. This kind of creative retelling of the developing plot is actually a continuation of the story training. On the one hand, it can improve students' oral expression skills, and on the other hand, it can develop students' imagination.

3 Commonly used retelling methods in primary school Chinese

1. The wonderfulness of leaving blank space, continuing to write the text, retelling is particularly beautiful

Continuing to write the text, filling in the teacher's content The cleverly designed "blank space" in the text is a good form of retelling with a multi-functional orientation. On the one hand, narrating, reading and writing the text itself is a retelling activity, which requires students to use their creative thinking and use their own imagination to create creative activities that are consistent with the original text.

On the other hand, if any student wants to complete, effectively and vividly supplement the blank space of the text, he must have a deep understanding of the content, context and emotional tone of the original text. and understanding, before continuing the text, they must sort out the original text logically and structurally in their minds, which in itself is a useful activity for retelling the text.

Therefore, in order to give full play to the role of text retelling and improve students' oral expression, writing and reading abilities, primary school Chinese teachers must thoroughly understand the teaching materials, dig deep into the gaps hidden behind the teaching materials, and use the "doubtful points" in the text "Places that can arouse students' interest in retelling, such as "The meaning is still unfinished", are the breakthrough points.

For example, when studying Lesson 16 of Volume 10 of Jiangsu Education Edition of Primary School Chinese, "Love is Like Jasmine", the article talks about a feeling as ordinary as jasmine, but it implies selfless and true love. , in the author's writing, the mother just "cooked (continued from page 29) (continued from page 27) a bowl of dumplings", and the father did not send roses to the hospitalized mother like ordinary people.

He just held Jasmine and guarded it every day. This extremely great true love made the author sincerely praise him after he grew up: "Oh, love is like Jasmine, love is like Jasmine." Therefore, the author Combining the pure whiteness and cleanliness of "true love", a task of retelling the text is assigned: Students, with your current age and your cognitive level, please talk about what you think is true love based on the thoughts and feelings of the text. what it is and think about what things in your life are worth loving.

Although this task exists as an assignment design, if students want to understand true love, experience true love, and pursue true love in life, they must have a thorough understanding of the emotional tone of this article. This will not only help students understand the original text It can review and memorize, and can create blank space for students, which can stimulate students' motivation to continue writing the text.

2. The changing charm, the adaptation of the style, the multiple possibilities of retelling

Each text is the precipitation and crystallization of the author’s own unique emotions and consciousness. Students read, learn and understand These texts are intended to achieve communication and communication between text and soul with the author, to perceive the author's unique writing techniques and emotional sustenance, and to continuously internalize them into one's own knowledge and ability elements so that they can be used in daily learning.

Therefore, in order to improve the effectiveness of text retelling, students must make scientific use of these existing article cognitive experiences, use their own constructed knowledge materials and inventories to change the text style, and retell what they have learned in their own preferred form. The text images are vividly reproduced, such as "texts that state one thing to express emotions", adapted from stories or "explained to peers as a commentator" and other stylistic transformation forms to retell and reproduce the content and emotional tone.

For example, when studying Lesson 4 of Volume 6 of Jiangsu Education Edition Chinese "Bearing Everything with a Smile", this article mainly uses the form of a narrative to introduce the protagonist Sang Lan who is unyielding and faces everything with a smile. The beautiful qualities and spirit for students to learn and think about.

Therefore, teachers can ask students to adapt this lesson into an inspirational story and tell it to people around them to see if the story they tell can impress others; they can also regard themselves as Sang Lan Teammate, if now you want to tell the relevant officials of the State Sports General Administration truthfully what you saw and heard, what will you do and other forms, while changing the style and style, re-understand the content and mood of the text.

3. The taste of interpretation, the reappearance of performances, and the retelling of spirit and expression

Practicing the theory, primary school students’ playful psychology of advocating happiness and opposing restraint always keeps them on guard against boring and boring things. The teaching content lacks interest. If primary school Chinese teachers simply ask students to retell the content or general meaning of the text they have learned, then this boring method will only lead to students' "insufficient energy" classroom performance, or directly output the content of notes and the original text. Memorize and recite.

Therefore, text retelling needs to use certain media or performance forms to allow the essence of retelling to be internalized in various interesting performances. For example, students can present the content of the text in the form of "skit performance" to express comfortable emotions, or they can infiltrate the content of the article in the form of "song and dance drama", and they can also use various methods such as "storytelling, sales introduction" etc. way to retell.

For example, in the Jiangsu Education Edition, Lesson 10 of Volume 8 of Primary School Chinese "Gongyixiu Refuses to Accept Gifts", this lesson reproduces the historical situation in the form of a one-act play, and depicts in detail the integrity and integrity of Gongyixiu, the Prime Minister of the State of Lu in the Spring and Autumn Period. of outstanding quality. Since this lesson is mainly based on character dialogue, the author wants to help students better understand the form and characteristics of the one-act play and understand the good qualities of Gong Yixiu.

I personally designed a performance class: the students were divided into three or four groups, and the students themselves selected roles such as director, costume designer, music composer, and actor positioning, and performed according to the text script. Add links and stories, but do not violate the historical reality and spirit. Let students use extracurricular time to prepare for a week, and then perform them in class.

4 Commonly used retelling methods in primary school Chinese

1. Clarify the retelling strategies for each learning stage

The "New Curriculum Standards for Primary School Chinese" points out that each Retelling requirements for the academic period: In the first academic period (grades 1 to 2), students are required to listen to stories, watch audio and video works, and retell the main ideas and exciting plots; in the second academic period (grades 3 to 4), students are required to be able to retell narratives The general idea of ??the works, and the preliminary experience of the vivid images and beautiful language in the works.

Care about the fate, joy, anger, sorrow, and happiness of the characters in the works, and communicate with others about their reading feelings; in the third stage of schooling (grades 5 to 6), students are required to read narrative works, understand the outline of events, and briefly describe them Describe the scenes, characters, and details that impressed you most, and express your feelings such as likes, dislikes, reverence, yearning, and sympathy.

For middle-grade and senior-grade students, the emphasis of retelling is definitely different. For details, please refer to the middle-grade and senior-grade text retelling requirements table:

From this table, we do not It is difficult to see that for third-grade students, the retelling requirement is more of "read the text aloud and tell the story"; while for fifth-grade students, the retelling requirement is "read the text aloud and retell the text."

Middle grade students use “storytelling” to retell, which is a detailed retelling. The purpose is to allow students to remember the key sentences in the text and to be able to read the different tones and expressions of the characters’ dialogues ( Actions can be added when necessary). Teachers can use suggestive language to help students grasp the author's ideas; they can also guide students to carefully observe the text illustrations and then retell them in detail, so as to connect learning observation and learning expression.

Retellings in senior grades mostly use brief retellings. This kind of retelling requires students to narrate in the order of the text and be able to organize important words and sentences in the text to express the main content.

2. Understand commonly used retelling strategies

(1) Grasp the key words and retell them.

One of the purposes of retelling is to internalize some beautiful words in the text into your own language. Therefore, when instructing students to retell, you can "pick up" the key words in the text. After students read and understand the content of the text, they can read and Think about it, words are expanded into sentences, sentences are connected into paragraphs, paragraphs are connected into articles, and gradually expanded.

On October 14, 2012, Yangjiang Primary School in Gaochun County, Jiangsu Province hosted a joint research and training activity on "Clear Objectives, Selected Content, and Effective Questions" for primary school Chinese in Nanjing. The goal of "The Mystery of Sky Fire" taught by Teacher Huang Yunlong is to guide students to retell the text. When Teacher Huang guides students to retell the third natural paragraph of the text, he designed such a question: For this natural paragraph, first write ( ) and then ( ) and finally write ( ).

His purpose is to hope that students can grasp the key words and expand them, so as to achieve the purpose of retelling.

(2) Use text illustrations to retell. Text illustrations are a kind of silent language, which can well help students retell and stimulate students' interest in retelling. Students can easily tell the general content of the text based on the beautiful pictures, and the effect will be more obvious for middle-grade students.

For example, the article "Three Bags of Wheat" in Part Three (Part 1) tells what happened to the pig, calf, and monkey after Grandpa Land gave each of the three animals a bag of wheat. story. There are exactly three pictures in the book, which depict what happened between Grandpa Tutu and the pig, calf, and monkey. When retelling, if the illustrations can be used well, it will be much easier for students to retell.

(3) Design a table to help students retell. For content with a relatively complex plot, the teacher can design a table, require students to complete the table after reading, and then ask students to retell based on the table. Designing a table can help students clarify their own ideas when retelling.

For example, in the article "Prometheus Stealing Fire" in Part 4 (Part 1), in order to allow students to retell it well, you can first design a question form and let students fill in the form using the key words in the above article. , and then repeat based on the key words filled in.

(4) Use performances to help students retell. For some fairy tales or texts with more language descriptions, we can use students' performances to achieve the purpose of retelling. For example, "The Escape of a Little Rice Seedling" in Part Three (Part 1) and "I Should Be Proud" in Part Three (Part Two). Since the language in the text is full of childishness and accounts for a large proportion, this method can be used.

(5) Use drawing to help students retell. Some texts can be recited by asking students to draw a picture, and the students can talk while drawing, so that the drawing and talking can be organically combined. For example, the article "Dinosaurs" in Part 3 (Part 2) can be retelling in this way. .

(6) Ask several key questions to guide students in retelling. The teacher designs several important questions based on the main content of the text and requires students to question and answer each other after reading or listening; then guides students to connect all the answers in order with the appropriate use of related words for oral presentation.

(7) Write a retelling outline to assist students in retelling. Writing an essay Writing an outline can be a good guide for how to write. Writing a retelling text outline can help students remember the main content of the article. For example, some organize the main content of the text around the main characters, such as the article "Nine Colored Deer" in Part Four (Part 1); some use the sequence of event development as a clue to summarize the main content of each stage of the development of the matter, such as Part Four (Part Two) ) "The Story of the Swan"; some use a series of questions instead of an outline, etc.

(8) Grasp the main content and help students retell it. I often wonder: Is it necessary to retell the text from beginning to end? As for the retelling of the text, I personally think: we should grasp the key points of the article, and there is no need to grasp it with eyebrows, because the key part is the essence of the article. This part The content is beautifully written, emotionally moving, and clearly structured.

Capturing such parts for retelling can best enable students to internalize the language of the text into their own language and integrate their own emotions into it when retelling.

3. Understand the psychological strategies when retelling

(1) "Knowing that there are tigers in the mountains, you prefer to go to the tiger mountains." Retelling texts is a very important part of Chinese teaching. This part must be mastered If used well, students can absorb and internalize the language in the text into their own language. In the future teaching, we must think carefully and teach each retelling lesson well, and we must not be afraid of shrinking or passing by.

(2) "Sneak into the night with the wind, moistening things silently." When students retell, we should be more patient. Even when students retell unsatisfactory, we still We need to wait more and use more methods to make students feel that we are the spring breeze and drizzle, constantly nourishing their hearts, and let students realize that there is nothing to retell!

(3) " "You are the most beautiful in my eyes." "You are the most beautiful in my eyes" is a lyric from "The Most Beautiful" sung by Yu Quan. I think it is perfect to apply it to the attitude towards students. When we listen to students' retellings, we should praise them more and complain less. We should make every student who retells them feel that their retelling is successful. Only in this way can students' retelling levels get higher and higher!