On how to have a good Chinese review class in primary schools.

How to have a good Chinese review class in primary schools

Reflections on the teaching of Chinese review course in primary schools: As a review course of "reviewing the past and learning the new", it is a specific teaching form designed for students' cognitive laws. It not only has the function of consolidating knowledge and cultivating ability, but also has the requirement of "reviewing the old and learning the new". The "knowing the new" here is an improvement on the original basis.

Then, how to carry out the Chinese review class to achieve the purpose of "reviewing the old and learning the new"?

First, testing: find out the status quo of knowledge and ability.

In order to avoid the repeated teaching of invalid information and the simple repetition of invalid training, and carry out targeted teaching and training for students, we must conduct tests, exams and questions before the review class, or make a thorough investigation of students through discussion and individual understanding, and make a teaching plan for the review class according to the feedback information and the requirements of the syllabus. A second-grade teacher arranged a test paper after the teaching of the third textbook combined with the teaching content of this semester. When correcting the test paper, he found that the students didn't master the method of looking up the dictionary in alphabetical order: they knew the position of initials in the dictionary, but they didn't know the order of finals, and they didn't know how to look up words with different vowels. After understanding this situation, the teacher introduced the specific word retrieval methods while demonstrating in the review class, and provided some characteristic words for students to practice word retrieval on the spot, so the whole class mastered the method of word retrieval in alphabetical order. Although the teacher talked about what he had taught before, because the training content is relatively new, the students' word retrieval level has also improved accordingly.

Second, through: establishing a systematic knowledge system.

Chinese class takes texts and units as structural units. In the teaching process, the practice of "paragraph by paragraph" is generally adopted, and one text is transferred to the next text immediately after it is finished. The students' knowledge and training ability are punctate or lumpy, and there is no interconnected system network stipulated in the general scheme. The Chinese final review class should be guided by the syllabus, summarize and train the knowledge learned in a semester, so that students can understand and master the systematic knowledge system as a whole and cultivate and improve their required abilities. For example, the third grade has entered the composition training last semester, and the fifth textbook has arranged eight composition training: reading pictures and writing words, having things, narrating, remembering people, and practicing writing notices. Before each guidance, the teacher usually just tells the knowledge related to this composition according to the requirements of this composition training, makes some necessary guidance, and writes the composition well. In the review class, some people mistakenly think that there is nothing to review the composition. In fact, review is an important step to improve students' comprehensive composition ability. In order to achieve the goal of "reviewing the past and learning the new", teachers should be condescending, systematically summarize the contents and forms of eight composition trainings this semester, let students review the characteristics of this semester's composition as a whole, focus on mastering the law of "observation-speaking-writing" in primary school narrative writing, and analyze the writing knowledge and requirements of various compositions in combination with students' writing practice. After this comprehensive review, students' knowledge and training level this semester will obviously be higher than before.

Third, make up for the lack of teaching in the past.

Because teachers have different understandings of the teaching priorities and tasks stipulated in the texts and units, they may also handle the teaching contents differently. In the usual teaching, it is inevitable that some contents should be left unsaid. Although teachers have been aware of these omissions in students' homework and counseling, some teachers have no time or time to add explanations because they have to catch up with the teaching progress. In the review class, these gaps must be supplemented in order to obtain students' comprehensive grasp of knowledge points.

Fourth, comparison: promote the deepening of understanding.

In Looking Back on the Past, "knowing the new" can not be achieved by mechanical repetition, but by comparison. Review class is not about how much the teacher talks, but how to guide students to compare old knowledge with old knowledge, old knowledge with new knowledge and new knowledge with new knowledge according to the needs of teaching and review, and find out the differences through comparison, so as to acquire new knowledge and cultivate new abilities.

Fifth, strengthen: improve the depth of training.

Training is the main form of revision teaching activities. Those sea tactics, "stir-frying cold rice" and mechanical repetitive training are all disadvantages in training. How to improve the review efficiency in the training of review class? Intensive training for students is an effective method. For example, in paragraph review training, in addition to the general paragraph level division training, the teacher must also deeply analyze the general methods of paragraph division, such as division according to development order, division according to time order, division according to location or spatial position transformation, division according to total score relationship, division according to material properties and so on. Then, let the students practice dividing paragraphs according to these methods, and then let the students talk about how to divide them. They are also asked to tell the relationship between paragraphs, the relationship between each paragraph and the theme of the article, and so on. This kind of training can not only let students know why, but also overcome the blindness and randomness of students in dividing paragraphs.

Sixth, broaden: explain relevant knowledge in many ways.

Needless to say, we should review what we have learned in the past. However, because the review should embody the principle of improvement, this review should not be a mechanical repetition, but should be broadened on the basis of the original knowledge. Due to the limitation of teaching content, objectives and time, the usual lectures and reading teaching can not be broadened at will, while the review class has the conditions for broadening because of more texts and more knowledge points. For example, the expansion and contraction of sentences is a key content in Chinese training in primary schools. In the usual training, some things have an element that can be understood but not expressed, so a lot of explanations must be given in the review class. For example, as the attributive in front of the subject and object, the adverbial in front of the predicate and the complement in the back, the knowledge of multiple attributives or adverbials can be added in front of a central word, which should be analyzed with concrete examples in words that primary school students can understand. After students have mastered this knowledge, they can certainly practice expanding and contracting sentences, and the answers they get are not stupid. In fact, the level of students' sentence expansion and contraction practice can only be improved through this kind of expansion practice.

Seven, sublimation: improve the original teaching level.

Usually, knowledge teaching in Chinese classroom is often satisfied with the content involved in textbooks. Some teachers often discuss knowledge on the basis of literature knowledge, and students can answer training questions correctly even after completing the task. Students' understanding and cognition of knowledge sometimes remain in the perceptual stage. The teaching of review class needs teachers to complete this sublimation from sensibility to rationality in class. For example, in the teaching of oral English and reading texts, teachers have taught some reading comprehension methods and trained some reading comprehension abilities, but because they have not yet been sublimated to a rational level, students often have to rely on experience in actual reading comprehension. In the review class, teachers should help students summarize the relevant learning methods of reading comprehension, such as understanding the general situation of the article when reading for the first time, understanding the structure of the article when reading again, summarizing the main contents of the article, intensively reading and understanding thoughts and feelings, rereading and solving corresponding problems, etc. Under the guidance of these methods, guide students to practice reading and understanding with practice. So as to improve the level and ability of reading comprehension in the past to a new level.

Eight, stratification: achieve the results you want.

The situation of students is more complicated. Because of their different levels of basic knowledge and ability, influenced by their intellectual and non-intellectual factors, their knowledge and understanding of life are also different, and their acceptance of what teachers teach and their level of training ability are bound to be uneven. Therefore, in the review class, students should be treated separately according to the requirements of different levels in order to achieve corresponding results.

9. Migration: promoting comprehensive ability training.

On the basis of reviewing the past teaching content and cultivating ability, transfer is to transfer to the new review content and expand in other directions. This review method is a way to fully mobilize students' enthusiasm for review, give full play to their initiative and improve their learning ability. The practice of review class shows that the transfer review method can get twice the result with half the effort. For example, learning from pictures is a style that runs through Xiaoyu's whole textbook. Its main purpose is to cultivate and train students' observation ability and imagination ability through the teaching of texts. In the review class, teachers need to guide students to summarize the learning methods of picture learning, and then transfer this method to the review of other texts of picture learning to guide self-review. In fact, after completing this transfer, students not only reviewed their knowledge, ideas and contents, but also improved their self-study ability, observation ability, analysis ability and imagination ability. In addition, the review of reading pictures can also be transferred to reading pictures, speaking and writing, and the observation, imagination and writing methods learned from reading pictures can be used to guide reading pictures, speaking and writing. This kind of review is no longer a review of a text or individual knowledge, but a review of network knowledge and training of comprehensive ability. This review has been strengthened not only in the training level, but also in the training angle.