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How to grasp and implement the cognition and understanding degree of Chinese teaching words in different grades

How to grasp and implement the cognition and understanding of words in Chinese teaching in different grades, and how to implement the use of language and characters in word teaching.

Vocabulary teaching is an important part of reading teaching. "Chinese Curriculum Standard" (20 1 1 Edition) points out: "Chinese curriculum is devoted to cultivating students' ability to use language and characters, improving students' comprehensive quality and laying a foundation for learning other courses well." However, there are still many problems in vocabulary teaching at present, which hinder the realization of the course goal of "improving the ability of using language and characters" How to teach words effectively is a subject that our primary school Chinese teachers need to explore and study. This Friday, we will learn about "Chinese teaching in primary schools" 1 group, and talk about "how to implement the use of language in Chinese teaching".

Moderator: Shi Li (Shenzhen)

Problems: vocabulary teaching, problem attribution

The teaching of host words is an important part of Chinese in primary schools, and it is also an important training project in reading teaching. In classroom teaching, can we use teaching cases (fragments) to analyze the problems existing in current word teaching and attribute them?

Chongqing Longhua's "Little Pond" is a beautiful and interesting essay with vivid language and vivid characters, which is conducive to students' reading and reciting and contributes to the accumulation of language. Under the guidance of the teacher, the students read this sentence well, and then the teacher uses the same method to guide the students to read the words "red balloon", "curved boat" and "many shining pearls" one by one and guide them to read this sentence well. This class seems to be lively, but the teacher has torn a perfect context, thus enhancing the overall aesthetic feeling of language and writing.

Xue Wanjiu, Fuyang, Anhui We often say that words cannot be separated from sentences, and sentences cannot be separated from texts. In fact, the teaching of words can only play its due role in sentences or even the whole article. Once you leave the specific context, sometimes it seems pale and incomprehensible. For example, when a teacher was teaching paragraph 26 of the article Motherly Love, he asked the students what "crack" meant. A classmate replied, "the panel cracked because of cold and dryness." The teacher's evaluation is: very good, it's great to understand words you don't understand by looking up reference books. Then I entered the following study. Obviously, this kind of teaching is like the wind blowing, and it is difficult to impress students, let alone use it effectively. For another example, in the teaching of The Story of the Deer and the Wolf, a teacher noticed the words of lush pine trees, vigorous, dying, free, lingering, culprit and so on. And ask students to contact the context and understand its meaning on the basis of consulting reference books. Some words, such as lush pine trees and vigorous ones, are also taken for students to imagine and speak, and courseware is shown to prove it.

Word teaching in Fangxi River, Yueyang, Hunan is as important as literacy and reading. It's just that for many years, some teachers didn't pay attention to it. Especially after students have supplementary books such as One-stop Communication, some teachers feel that teaching is unnecessary. The strategies of vocabulary teaching have traces of history. I wrote an article devoted to this problem.

Ding Lianggui, Jiangsu Province is the focus of junior high school vocabulary teaching, but the following problems are found in the classroom: First, there are few attempts. Teachers only guide students to understand the superficial meaning of words, but not to taste the rich connotation of words. I didn't care before and after the full text. For example, the article "The North Wind and the Little Fish" mentioned the "complacency" of the North Wind twice. The teacher just guided the students to say what "complacency" meant, and then asked the students to read it in a smug tone. As for why the north wind is "proud"? Is pride the same twice? Without specific context, students can take care of both before and after. Word teaching is only superficial. Second, the method is improper. The way of understanding words in lower grades is mainly to connect context with real life. At the same time, you can also use intuitive means such as expression and graphic method. However, when teachers use these methods, there will be improper phenomena. For example, when the teacher teaches the word "giant" in the Oriental Pearl, let the students talk about seeing "giant" in real life. Then put pictures of Yao Ming, and then put pictures of the radio and TV tower, so that students can intuitively feel the image of "giant". In fact, the understanding of "giant" only needs to be combined with "blue sky above your head, feet on the earth" to make students imagine the image of "giant" and then show pictures to confirm it. "Giants" are rare in life, and students have no similar accumulation. At this time, it is not appropriate to contact students' life.

The overlapping of words and sentences in Gao Ziyang, Jiangsu Province is called a rhetorical device in Taiwan Province, but it is not said in Chinese mainland. This rhetorical device is called analogy. Looking at Chinese textbooks for primary schools in Taiwan Province Province, I have been talking about verbs, nouns, adjectives and adverbs. From the second and third grade, their concepts are very clear, and they are all written in textbooks. And write down the value of each word. The mainland is afraid to talk about all this. Talking about words now, not about part of speech, precision and concept, is probably the biggest problem in reading teaching at present.

The host doesn't pay attention to word teaching. In senior grades, many teachers often overestimate students' ability and think that word teaching is only the focus of junior grade teaching. In senior grades, words can be left for students to learn and master, without taking up valuable classroom time. Therefore, word teaching is often not regarded as an important teaching link. In most cases, we only use reference books to understand the meaning of the words themselves, or simply lead students to make a few sentences, and then enter the analysis of the text content. The meaning, meaning and implication of words have not been fully explored. Faced with the sharp increase in the number of new words in the text, some students have a little knowledge, while others simply don't understand the meaning and muddle through.

Cao Yanchang, a native of Xuzhou, Jiangsu Province, has good taste in writing. It is necessary to combine the context, so that students can understand the ingenuity of the author's words through repeated reading, deletion and communication, so as to understand how to use words properly. When understanding the connotation of words, it is best to create relevant contexts for students to transfer and use. This is a complete practical process.

Jiangsu Mei Zhijun is actually a textbook editor who pays attention to words, but our teacher often ignores them. I agree with Mr. Mei, but the textbook gives hints, but the curriculum standard does not give specific operational suggestions, which makes the teachers still very confused in actual operation.

Three tendencies should be prevented in the teaching of Liu Ci in Hunan. One is to understand the text and prevent it from being eaten alive. "Understanding with context" and "understanding with students' life experience" are important methods to guide students to understand vocabulary. When guiding students to understand vocabulary, some teachers are basically divorced from vocabulary, ignoring the context and unconsciously falling into a narrow position of "making meaning by looking at vocabulary". The original vivid words were eaten alive by teachers and students, and it was a pity to abandon them. Second, prevent the single form of words. I often see such embarrassing situations. In class, I choose two words for students to make sentences. As a result, no students raised their hands. At this time, the teacher can only use the "point-to-point" method to guide outstanding students to say a few words reluctantly, and other students are the audience. Why is there a "cold spot" in the teaching of word use? In the after-class discussion, we found out the reason why students express collective silence: the teaching and training form of teachers' words is too single. Only by organically creating expression situations and effectively activating expression desires can words be transformed into concrete images, stored in students' memory warehouses, and then entered into personal language expression systems.

What's wrong with the words used in Gao Ziyang, Jiangsu? One is not to talk about part of speech and not to give students a clear concept. The second is to pursue vagueness, and accurate narration is less than vagueness. Third, the word dictionary is not used properly. Fourth, a lot of reading, so that the text is constantly presented to students, has not really done. Fifth, there are still many mistakes in teaching words at will. Sixth, students can't really fall in love with writing, and text teaching can only be in the potential understanding.

Goals: vocabulary teaching, learning segment goals

From the first period to the third period, the curriculum standards of the host put forward clear requirements for word teaching: word teaching is the most fundamental foundation of Chinese teaching, which can not be ignored. You can talk about the goal of vocabulary teaching in each period from the perspective of children-oriented and the goal of each period. Can be combined with famous interpretation or self-understanding.

Ding Lianggui, Jiangsu Province should have a choice in understanding and tasting words, and choose words that are used accurately and have connotations, which affect the whole paragraph and the whole article. ...

Jiangsu Zhao wrote the sentence "He jumped into the sea, took off the mixed silk and put it into the water" in the third edition of Jiangsu Education Edition, so I mysteriously said to the students: "The teacher likes this word best, guess!" A child said: Nezha's gentle move has set off a huge wave, which shows that he is miraculous! In the middle section, I always use taste words as a breakthrough to understand words. Take three or two words in each class. As time goes by, students' appreciation ability will continue to improve.

Jin Song, Jiangsu Province, have we reached an understanding? Words should be said, but what should we choose to say in different paragraphs? What do you mean? I want to hear your opinions.

Zhao Xiyue of Hebei Province realized the benefits of using words in this way. The key is to convert them into internal words and use them in the same context.

How does Xue Wanjiu in Fuyang, Anhui Province teach words from the perspective of children? Some famous teachers can inspire us. For example, Yu Yongzheng's "weather-beaten" treatment in My Uncle Lu Xun. The word "weather-beaten" may not really be understood by students who are not deeply involved in the world, even if they look it up in the dictionary, so the teacher knows it well. Therefore, let students think-contact life, write-reproduce understanding, and then-reduce the difficulty. Let every student try his best to understand how smart it is to get something!

There is a lot of training about ×× … or ×× … in the textbook of grade 0/2 of Henan Bailey People's Education Edition/KLOC. Should we talk about part of speech? There are also many people who understand or appreciate the meaning and expression effect of words after class in middle school, which is consistent with the standard of "understanding the role of keywords in expression and expression" in middle school, but how to deal with it and whether there is a clear evaluation standard is very difficult.

According to the curriculum standard of Yang Jun, the first and second phase of word teaching is to understand the meaning of words in the text and accumulate words in reading. Read with pictures in the book.

Xue Wanjiu, from Fuyang, Anhui Province, talks about the teaching of words from the perspective of learning objectives, which reminds me of the setting of the columns of "Flash Language Forest" in the third and fourth grade editions and "Looking for Beauty in the Text" in the fifth and sixth grade editions of China Newspaper. Let's talk about the content of the "flash forest" in the middle paragraph, that is, choose two or three keywords from each article and interpret the full text on the basis of meaning interpretation, so that students can accumulate taste by quoting words in reading, thus achieving the purpose of improving their literacy. Take the article "Summer Palace" in the fourth edition of People's Education Press as an example. Looking at the complete text, we can use several beautiful words such as refreshing, resplendent and slippery as the starting point, which can be interpreted as: refreshing: describing a clear head and refreshing spirit. Describe buildings and other unusual gorgeous and dazzling. Sliding: sliding; Slide. These three words, "refreshed", are the feeling that the writer feels very comfortable when the breeze blows in the promenade, which shows that the scenery in front of him is beautiful and charming. Through the "resplendence", the yellow-green glazed tile roofs, scarlet palace walls and overall architectural style of rows of palaces in Paiyun Temple seem to be in front of us, and its brilliance and style can be imagined. The word "slippery" outlines that the water surface of Kunming Lake is as smooth and transparent as a mirror. Here, the tranquility of the whole lake is set off by the movements of cruise ships and primitive boats, giving people a quiet beauty. With this interpretation, the goal of word teaching will be clearer and the possibility of realization will be stronger and greater.

I think it is necessary to clarify the function of word teaching and then implement it step by step. After all, the teaching emphasis of each learning period is different, and the utility of words should also have different emphasis. The vocabulary teaching of teachers such as Si Xia, Xue Fagen and Yu Yongzheng is very distinctive, and they also represent different learning stages. Can we find similarities and differences from them so as to summarize and refine them?

Strategy: vocabulary teaching, effective implementation

The whole process of a host learning words should include three basic links: from memory to understanding, from understanding to application. For the teaching of words, one of the important duties of Chinese teachers is to lead students to "sink into the perceptual world of words" (Li Hailin language) and "use Chinese hard" with students (Wang Yaoyu). Then, how can we make our students "sink into the perceptual world of words" and willingly risk their lives to use Chinese? How can we relieve the pain of our Chinese teachers and realize that word teaching is always new, efficient and low-cost?

In the actual teaching of Fuyang, Anhui Province, how to teach Chinese characters in order to effectively implement the "use of language and characters"? I think it depends largely on the teacher's vision and the choice of teaching methods. If our teacher can read the text more deeply, such as the article "Arrow of Borrowing Grass Boat", we should pay attention to the word "clever calculation" from the meaning to the text, and then expand it to Zhuge Liang's performance in the book "Romance of the Three Kingdoms" in due course; A comparative study on the situation of laughter between the two sides in the article "Yan Zi makes Chu", chew it yourself first; Is the word "straight" in the article "Scared Birds" the same meaning? What is Lei Geng's role? Wait for the content to go back and forth in the text. Is this classroom more grounded?

"Rhythm Beauty and Rhythm Beauty" in Chen Xinfu, Fujian is the characteristic of Chinese. Only by grasping the characteristics and teaching can classroom vocabulary teaching have lasting appeal.

Zhao Jiangsu When I was teaching West Lake, the third edition of the Soviet Education Edition, "One mountain is green, one mountain is green, one mountain is thick, and the other mountain is light" through various forms of reading, focusing on the key points, reading the rhythm and reading the pictures. When a child finished reading, I asked, "Did he read well?" A child said, "What's so good about this?" A: "He understands the taste!" Sometimes, a word is the eye of an article, and a word dominates the whole article. We should also see what is behind the words. Our teacher is trying to cultivate students' "critical vision".

Chongqing Longhua can't make a fuss about learning words literally, but also connect with students' life experience and integrate with their learning experience. This kind of teaching ability can make students gain a deep understanding. Students will naturally have a deep understanding by expanding their imagination in reading and analyzing and summarizing the contents of reading.

The verbs in Gao Ziyang, Jiangsu Province are the most complicated. If you pay attention to them, you will have a better understanding and different writing skills. The easiest way to teach words is to guide students to take the initiative to look at the dictionary in their hands and think about relevant explanations with their own brains. Few students use dictionaries in open classes. Reading is often difficult to understand. Repeated reading in class is too noisy, so you need to be quiet and understand the words. Also, teachers should have a Dictionary of the Origin of Chinese Characters and a Dictionary of Illustrations of Chinese Characters, which will help them to understand words actively.

The main contact of word teaching in the lower grades of Zhao Xiyue in Hebei Province. Real life, such as the word "hang" in Thunderstorm, looks at the picture, thinks about the meaning, and then extends it to life.

Chen Zhijun in Wuxi, Jiangsu Province, among the masters of Chinese studies, Qian Mu is a typical self-taught scholar. He didn't enter college, but became a master by self-study. In addition, Qian Mu 18 entered the apricot altar and didn't leave the podium until he was 92 years old. His teaching career lasted for more than 70 years, which is also rare in the history of world education. A successful teacher can't follow the book and can't be satisfied with "selling" other people's achievements. Excellent teachers must form their own independent and profound opinions on the basis of hard reading and in-depth thinking. Qian Mu is such a teacher. When Qian Mu was teaching in a county high school, he had to live with students because of poor school conditions. On one occasion, Qian Mu dreamed in the middle of the night, with one foot sticking out of the account and touching the wall. Starting from the "wall" of the wall, he thinks that "wall" and "arm" are pictophonetic characters and belong to sound. The arm is next to the room and the wall is next to the room. Every sound seems to have meaning. From this, Qian Mu conceived: avoid, but avoid one side; And choi, is hanging beside the jade; Well, it's the waitress around; Analogy is a metaphor for justice; Addiction is a side disease, not a normal disease; That is, the feet are abnormal, and the two sides are separated and scattered; Split, is a knife to split things on both sides. With this in mind, Qian Mu came to the conclusion that every sound has meaning, which is what the Song people called "writing". That night, Qian Mu was excited at the thought of his harvest. The next morning, in class, Qian Mu taught the students to think at night. It happened that there was an inspector in class that day, and he praised what Qian Mu said. Afterwards, the inspector wrote an article commending Qian Mu. Because he often teaches his own experience in class, Qian Mu's classes are very popular. ......

In a sense, Chinese is actually very simple, that is, to understand every word and every word. If a word is not understood, it may affect the whole understanding. In class, we should understand the key words. It is customary to speak like a book. Products mainly focus on expression. The solution is mainly to understand and lay a good foundation for expression.

Xue Wanjiu in Fuyang, Anhui Province, of course, should try to avoid playing with so-called profound knowledge regardless of the infinite excavation of academic situation, such as the excessive analysis of Zhuge Liang's smile in the article "Grass Boat Borrows Arrows" and the "erasure" of many far-fetched information in the article "Cormorant". Words are an integral part of an article, and teachers will put words in a very important position in low-level teaching. However, with the transition from paragraphs to articles in middle and senior grades, it is easy to be ignored by us. How to put word teaching into practice? My approach is to solve it through the preview list. When teaching the five strong men of Langyashan, we should combine the topic selection requirements of "collecting and extracting idioms describing characters to see who writes more" after class.

For example, in Zhang Dongxing, Cangzhou, Hebei Province, both boys and girls can stand up in the first semester of senior one. This simple treatment will do. In addition, creating situations is also a good way to understand words. For example, when I am training, it is easy to find the feeling of "sitting in the well and watching the sky" by asking teachers to roll the books into a spool and then look at the sky vertically through this spool.

The teacher in Longhua, Chongqing is becoming a bosom friend of words. If the style of words is particularly suitable for language learning, we will let the students chew the words again and again. If words are full of literary beauty, we might as well let students immerse themselves in the scenes provided by words, restore words into vivid life scenes with image imagination, and interpret works with our existing experience and knowledge. If writing is the promotion of lofty morality and the praise of life wisdom, then we might as well walk through the jungle of writing with students. Textbooks are dead and teachers are alive.

Xue Wanjiu, from Fuyang, Anhui, said that the choice of methods should be based on "effect" or "efficiency". For example, modular teaching in Xue Fagen. Teacher Shen Songming used this method in the examination preview of the article "Nine Colors Deer". He presented the words describing Jiuse Deer, Tiaoda and Dawang in three lines, namely: white as snow, brightly colored, jumping up to save people, asking for nothing in return; Kowtow to thank you, solemnly swear, enter the palace to tell tales, and betray one's faith; I am ashamed of offering a large reward and dispatching troops. Ask the students to introduce these characters with these words and string the whole story together. On the basis of students' reading and general understanding of the meaning, Mr. Shen asked students to use these words to summarize the main plot of the article, so that it is no longer a combination of six elements. The flexible use of these words can be described as killing three birds with one stone and giving full play to the greatest role of words.

Yesterday, I served as the judge of the basic skills competition for special education teachers. A teacher is reading the article How to Live, but the word "How" is not pronounced correctly. I asked her to read the first sentence of each paragraph separately, "Life is like a book, life is like a poem, life is like a picture, life is like a play, life is like a text …" After reading this, she found a sense of language and could read "How is life?" Read in situ. This is to understand words through the cultivation of language sense.

In the lesson "Walking Trees" by Zhao Xiyue of Hebei Province, the teacher asked: What do you think of reading articles about walking trees? The student said, "How can a tree walk?" The teacher said, "You are curious to have such an idea." . The word "curious" was understood by the students without trace. Only when we educate students without making them feel educated can such education be effective. The same is true of word understanding. Let the students look at the bright flowers and smell the sweet fruits, and truly feel the words "bright" and "sweet". Suhom's life education method is that students learn in nature.

Shaanxi Wei Guoying combined words to understand emotions. Cultivate habits with reference books.

Yang Jun can understand the meanings of related words in the text by previewing and using dictionaries. For example, "Young Runtu" and "My family was a year of sacrifice." The meanings of "sacrifice" and "value year" in Chinese. (2) Being able to connect the context with real life and understand the meanings of related words and sentences in the text. Example: In This Land is Sacred, "Read the following sentences and talk about the meaning of the sentences in combination with the context and real life. For example, we belong to the same home as the mountains, rivers, animals and plants on the earth. " Example: Caochong Village "Beetle scientists are absorbed in flapping their wings, and beautiful clouds flow out like spiritual springs." Contact with the reality of life and talk about your own experience. For example, "Have you ever had a similar experience and communicated with your classmates?" Be able to contact the background of the times and deepen the understanding of related words in the text. Example: In My Uncle Mr. Lu Xun, "Do you think it's not easy to hit the wall when it's dark all around?" Contact the context or background of the times and exchange your understanding of this sentence. (4) With the help of illustrations in the text, understand the meaning of related words and sentences in the text. For example, in "Zhan Tianyou", "With the help of the illustrations of herringbone lines, talk about the method of trains climbing steep slopes."

How to grasp the reading of grade two children in Chinese teaching of grade two in primary school is mainly 1, and understand the main content, and understand the time, place, people and events in one sentence. 2. Find out the natural paragraphs accurately and mark them. 3. Answer the questions with the words in the text.

How to grasp the "release" and "support" in Chinese teaching, prepare lessons carefully before class and choose the appropriate teaching process? The success of a class is directly related to the quality of preparation before class. Teachers should be fully prepared. For example, consult various information materials, store abundant relevant knowledge, choose appropriate teaching methods, carefully design teaching links, prepare appropriate teaching means and appliances, deepen the understanding of teaching content, enhance adaptability, accumulate knowledge, experience and ability to deal with problems generated by students, and master certain geographical skills. In the process of teaching design, teachers should actively participate in the development and design of curriculum resources, creatively integrate, process and use teaching materials, change from "teaching materials" to "teaching with teaching materials", teach students to learn, develop their emotions, cultivate good study habits and improve their learning ability.

How to grasp the basic goal of Chinese teaching?

1, consolidate Chinese Pinyin, and be able to read, read and learn Mandarin with the help of Pinyin; Can read 120 words, can correctly confirm the learned polyphonic words, and can distinguish similar words; Can read and write 278 new words, and some learn to use them.

2. Continue to learn to write with a pen, and write correctly, correctly and neatly; Interested students can make calligraphy stickers at home, require correct sitting posture and pen holding posture, and develop the habit of writing carefully.

3. Be able to read the text correctly, fluently and emotionally. 4. Recite the assigned text.

5. Be able to understand profound sentences, understand the thoughts and feelings of the article with the help of words, correctly understand the central idea of the article, understand transitional sentences and paragraphs, and distinguish the details of the article.

6, continue to learn to read the text silently, can't make any noise, don't refer to reading, and think while reading. 7, can contact the language environment and real life, understand the meaning of common words.

8. Be able to understand the content of the text through language, imagine the scene described in the text, and know the main idea of the text.

9. Continue to study and preview the text as required. Can learn new words with the help of a dictionary, read the text for the first time, ask difficult questions, and initially develop the habit of previewing.

10, able to read children's books at an appropriate level and understand the main contents.

1 1. Narrating one thing can be specific around the center; Can choose materials according to the central idea to reflect some aspects of the character's quality, and can write the character's language and movements well; Can grasp the characteristics of writing scenery and use transitional sentences;

12, can say a paragraph around the center, clear and smooth.

13, understand the noble qualities of revolutionary soldiers who are brave and tenacious for the people's revolutionary cause, are not afraid of sacrifice and strictly observe discipline; Feel the noble sentiments of the people's good cadres, such as loving the people, hard work, simplicity and selflessness; Cultivate brave, honest, diligent and studious good behavior habits; The initial understanding of today's happy life is hard-won, and I hate the exploitation system.

14, can understand the appropriate speech and can relay it.

15, can grasp the key observation things, and can write simple narrative composition and imaginary composition with specific content, certain organization and true feelings on the basis of observation.

Second, methods and measures

1, accurately grasp the teaching objectives, do not raise or lower them at will, guide students to preview before class and complete the relevant requirements of the preview book.

2. Carry out language training in a down-to-earth manner. This semester, the training is mainly in stages, but we should continue to pay attention to students' reading and writing ability, help students accumulate vocabulary and sentence patterns, and master basic expression methods.

3. Pay attention to the connection between listening, speaking, reading and writing. Let students express themselves through reading and learn to write from reading. In composition training, we should make full use of the expression methods learned in the text, encourage students to write what they are familiar with and improve their language expression ability.

4. Ensure that students have enough time to read aloud, silently and do other exercises in classroom teaching. It is necessary to design effective methods, expand the training area, strive for all students in the class to participate in the training, and ensure that students have enough time for personal activities. Teachers should be strict, timely feedback and correction, and stress practical results.

5. Implement the training priorities of each unit and attach importance to the guidance of learning methods. In reading teaching, we should organize teaching around training points and guide training objectives from content analysis.

6. In text teaching, the focus is on how to make students master the basic reading skills specified in the training point of this unit, avoid words, phrases, sentences and articles going through the motions, and have equal strength. We can't just focus on content analysis and ignore the training focus.

8. In the key training of reading, we should give full play to the role of "learning tips" before each unit, and guide students to master learning methods in time according to the characteristics of the text.

9, continue to do a good job in counseling, and vigorously improve secondary school students.

How to grasp the word "1" in Chinese teaching? First of all, we should develop an understanding, perceive the text as a whole and walk into words.

2. Read it several times to find a long love, arouse imagination and walk into the text.

3. Grasp the core issues, concentrate on studying the text and go deep into the text.

4. Rely on words, pay attention to expansion and get out of words.

How to grasp the expanding scope of Chinese teaching, good teacher-student relationship and harmonious classroom teaching atmosphere are the prerequisites for students to dare to participate. Students will be happy to learn only if they don't feel pressure and love the teachers they teach.

le & gt

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