The method of summarizing the general idea in primary school Chinese

In primary school Chinese learning, teachers often ask students to summarize the central idea of the text they have learned in order to improve learning efficiency. What are the ways to summarize the central idea of primary school Chinese texts? Next, I will bring you the method of summarizing the general idea of primary school Chinese for your reference.

1 the method of summarizing the general idea in primary school Chinese

First, summarize the meaning of this paragraph.

1, combination method: the meaning of each paragraph (layer) is superimposed, which is the meaning of this paragraph. Use the phrase who does what.

2. Abstraction: Find the central sentence of this paragraph, usually a general sentence or a summary sentence to summarize the meaning of the paragraph.

3, expansion method: the central sentence of the article can help you summarize the meaning of the paragraph, find the central word of each paragraph and the central word of the article, and use the expansion method to summarize.

4. Summarize the requirements of this paragraph:

(1) judging from the content of the article, we can't directly start with the writing method and the center, such as writing "Young Runtu": we can't write it. This article describes the friendship between Lu Xun and Runtu.

(2) It cannot be written as an outline. For example, this article wrote a story about Lu Xun and Runtu playing together.

(3) Expressed in the form of declarative sentences instead of interrogative sentences. For example, this article wrote a story about how Lu Xun and Runtu played.

Second, summarize the main contents of the article.

1. Summarize the main contents of the article.

Grasp the main content of the article, which is the main content of reading the article. Neither too simple nor too specific. It should grasp the main plot, main events or narrative points of the article and write it briefly. The methods to master the main contents are:

① factor synthesis method (six narrative elements): (time, place, people, cause, process and result of events) → Who does what?

Title method: supplement according to the title of the article.

(3) paragraph meaning connection method: connect the general idea of each paragraph and arrange it slightly;

2. From what aspects did the article write this content? Please summarize it briefly.

Methods: Grasp the main idea of the article, and summarize the key words, words and sentences. For example, Sunset at Home summarizes the characteristics of several sunsets.

3. Fill in the blanks according to the content of the article.

Methods: Go back to the original text to find the relevant content, find the answer directly in the original text, and summarize it if necessary.

2 methods of summarizing the general idea of primary school Chinese

First, control in advance and do a good job in summarizing the main contents of the text and the purpose of practice.

Summarizing the main content of the article is the basis of summarizing the central idea of the article. This order is reflected in the content arrangement of the ninth textbook of the six-year system. Therefore, in reading teaching, we must not ignore the training items that summarize the main contents of the article. The training in Unit 2 of this book is "Grasping the main content of the text".

By reading the texts Battle of Red Cliffs, Yan Zi makes Chu, and reading the text Don Hu Da independently, teaching at different levels can meet the teaching requirements.

Through the teaching of this unit, students should understand the main content of the text and express it in language. Master the method of "paragraph coherence" and summarize the main contents of the article. Through reading training in and out of class, students can accurately and completely summarize the main contents of the article.

At the same time, summarize the training in one or two sentences to prepare for summarizing the central idea. For example, the main content of "Tang Hu Da" can be summarized as follows: It is written that a tiger lurks on the back hill of a village in the mountainous area of southern Anhui, which hurts many animals. The villagers sent out several times to fight with it, but all failed.

Later, the villagers invited their grandparents and grandchildren. As soon as the old man entered the mountain, he killed the tiger and told the villagers about his experience. After students meet this basic requirement, they ask for conciseness. The main contents can be summarized as follows: The text tells the story that villagers in mountainous areas of southern Anhui invited two grandparents to help them kill tigers and insects.

While summing up the main contents of the text, teachers should also consciously teach the purpose of understanding the exercises. For example, when I was studying walking on the grass at night, I thought of such a thinking question: What story is the article telling? What kind of spirit did you praise the old Red Army? Through many such trainings, students have a perceptual knowledge of summarizing the central idea of the article.

Second, the element series method.

Articles that write people's notes generally have basic elements such as time, place, people and events (including cause, process and result). It is the main content of this paper to clarify these basic elements and link them in words.

Third, the problem generalization method.

When an author writes an article, he often focuses on a center, grasps several problems and writes it in a certain order. When reading and writing articles, we can think about what the author wants to explain. Summarizing these problems is the main content of the article.

For example, after reading the poor, you can ask the following questions first: What happened when Sang Na was waiting for her husband to come back? How did she do it? what do you think? Why would she think that? What did she think when her husband came back? Answering these questions one by one is the main content of the text.

Fourth, the title tracking method.

Some articles with content propositions can be read according to the title and traced back to the main content of the article. This is the so-called "title tracking method". For example, the lesson "Great Friendship" can be traced back to the main content by grasping the topic.

Fifth, the content is assisted by law.

This method is to summarize the main content with sentences or paragraphs in the article. For example, the lesson "Raising Flowers" ends with "There are joys and sorrows, laughter and tears, flowers and fruits, and fragrant colors. You need to work and study. This is the fun of growing flowers. " Summarized the main content of the full text.

In short, no matter which method you use, you should read the text carefully and analyze and understand it first. On this basis, we can correctly summarize the main contents of the article. At the same time, the combination of various methods can achieve better results.

Three methods of summarizing the general idea in primary school Chinese

First, the topic expansion method

The theme is the eye of the article, through which we can often capture a lot of information of the article, such as the center of the article, the main content, the author's feelings and so on. To summarize the main contents of this kind of article, you can use the title. First of all, we should understand the literal meaning, then expand the topic into complete sentences according to the content of the text, and gradually enrich it on this basis to make the expression more complete and comprehensive.

Some topics are highly summarized in the article. In teaching, we should closely follow the questions of topics, screen key questions and guide students to think and summarize. The questions raised are powerful crutches to help students sum up the main contents of the text. First of all, clearly guide students to think and choose the phonetic content, realize the link between students' phonetic database and text phonetic database, and make the text have content; At the same time, according to the narrative order of the text, arrange questions and answer questions in the order of questions, so as to achieve "orderly speech."

For example, in the lesson "Master Maupassant", we can ask questions around the theme: Why did Mo Bosang learn from the master? How did he learn from his teacher? How many times have you worshipped? What was the result? By looking for answers from the text, the topic is expanded into a few sentences and gradually enriched, making the summary more appropriate and complete.

Through such training, students can have a clearer goal in the learning process, and can clearly explain the main contents of the text in concise language to achieve the purpose of overall perception, which is also conducive to improving students' reading comprehension ability and developing good reading habits.

Second, paragraph meaning merging method

An article is composed of many paragraphs, because there is a great logical connection between paragraphs in the article. We can summarize the meaning of each paragraph, prioritize it according to the content of the article, discard the secondary and repetitive, and connect the main paragraphs, which is the main content of the article.

For example, the text "Planting Flowers" has written six contents: 1. Lao She loves flowers, so she also loves planting flowers. 2. Lao She raised flowers that are easy to live and can struggle by themselves. 3. Raising flowers has increased Lao She's knowledge. 4. Raising flowers makes Lao She physically and mentally healthy. Lao She shared the pleasure of planting flowers with his friends. 6. Growing flowers has its sad moments.

Summarizing the meaning of each paragraph, the main content of the text is summarized as follows: Lao She loves flowers, because the climate in Beijing is not suitable for growing flowers, and he has raised many kinds of flowers that are easy to live and can struggle by himself. In the process of planting flowers, there are joys and sorrows, laughter and tears, flowers and fruits, and fragrant colors. He gained knowledge, exercised and had all kinds of fun.

When summing up, pay attention to distinguish between key paragraphs and secondary paragraphs, so as to be detailed and focused.

Third, the factor series method.

Different stylistic types have different elements. For example, writing a personal narrative generally has basic elements such as time, place, people and events (including cause, process and result). As long as these elements are clarified and summarized, we can grasp the main content of the article.

For example, in the lesson "Flying over the Luding Bridge", we should first screen out the information such as the time, place, characters and events of the story: the time is 1935 May, the place is Dadu River, and the characters are the Red Four Regiments. The incident was written around the central event of the Red Army flying over Luding Bridge.

After series connection and supplement, the students quickly summed up the main contents of the text:1In May 935, the Red Fourth Front Army, which went north to fight against Japan, rushed to Luding Bridge before the enemy reinforcements, fought bravely, and finally captured the natural barrier Luding Bridge, crossed the Dadu River and reached the forefront of the anti-Japanese war. With this series, students' generalization ability will naturally improve.

Fourth, the key sentence connection method

The structure and writing characteristics of many articles in primary school texts are typical, such as "total score" or "concrete first and then summarized", and some articles also have turning sentences. When teaching, we can grasp its characteristics, take it as the starting point of teaching, and make full use of these general sentences, summary sentences and transitional sentences, so as to quickly grasp the main content of the article.

Five, keyword extraction method

It is also a good way to cultivate students' generalization ability by penetrating the text into the countryside, uncovering the cover, peeling the cocoon, grasping the keywords, hunting the keywords, using the keywords and grasping the meaning of the text with the keywords. For example, there are some key words in the lesson "The man who found the panacea", which are good words to understand, master and accumulate.

When I was teaching, I listed these words: endless, evil, rampant, helpless, sleepless, unyielding ... Let the students use these words to summarize the main content of the text: when ehrlich was a child, various infectious diseases emerged one after another in society, and germs committed atrocities in the human body, causing a large number of deaths.

In the face of lawless little murderers, the medical profession is at a loss. Ehrlich studied sleepless nights and fought day and night in the laboratory, and finally found a "panacea" with his firm belief in saving human suffering and indomitable courage in scientific experiments. This summary is light and convenient, concise and accurate.

Sixth, sort out the relationship between people.

Some articles have many characters and complicated contents. We can sort out the context of the articles by sorting out the relationship between the characters. For example, in the lesson "Skyfire Thief", in order to let students perceive the text as a whole, teachers can make the following designs: show the names of the gods in the text, let students read the text silently, let them choose one of them, see what happened between him and Prometheus, and then let students communicate; Then let the students relate what they have just heard and talk about the main content of the whole text in concise language.

Students can easily say the main content of the text because there is a foundation for communication in front. Teachers should not be limited to this, but also guide students to summarize stories into simple phrases such as "taking fire", "being punished" and "being freed".

This kind of training can not only make students perceive the content of the text as a whole, but also clarify the context of the article. At the same time, it also enables students to get language training and develop their abilities, which can be described as killing two birds with one stone.

Four methods of summarizing the general idea in primary school Chinese

1. Analysis topic generalization method.

The title of the article is the eye of the article, which embodies the central idea of the article and plays a leading role in the whole text. Some authors often embody the central idea on the topic, so that readers can know it at a glance. The central idea of this kind of article is easy to generalize. For example, in the lesson Great Friendship, we can summarize the central idea that Marx and Engels established great friendship in the * * * struggle by analyzing the topic and finding the center.

2. Find the center from the beginning of the article.

The beginning of the article is the prelude to the whole article, which plays the role of outlining. Some authors just put the central idea at the beginning of the article, so that readers can know the author's writing purpose as soon as they enter the article, thus deepening their understanding of the article. In view of this feature, we should learn to find the center from the beginning of the article.

For example, in the lesson of "Zhan Tianyou", we can summarize the central idea of the article from the colloquial phrase "Zhan Tianyou is an outstanding patriotic engineer in China".

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3. The method of summarizing the central idea of primary school Chinese text

Central idea = main content+writing purpose

(1) Make students understand the language expression of the central ideas in different styles. Common narrative forms are: article narrative … and praise (explanation) … spirit (truth). The common forms of fairy tales and fables are: the article tells (explains) the truth of … through the story of …. Common forms of writing scenery and objects are: articles describing (describing) ... scenery (objects) and expressing the author's ... feelings.

(2) Let students master common words, that is, the words in "……" above.

(3) Master common methods and grasp the central idea of the article. The common methods are: 1. Analyze the title of the article. In some articles, the title is a high summary of the central idea. For example, in Great Friendship, the author tells us through this article that Marx and Engels have established a great friendship in the long-term struggle, which is a "great friendship" based on the revolutionary goal of * * *.

Second, analyze the beginning and end of the article. A good beginning and end of an article are often closely related to the central idea. Some always lead out the full text at the beginning to reveal the central idea, such as Zhan Tianyou, who pointed out the central idea at the beginning: "Zhan Tianyou is an outstanding patriotic engineer in China". Point out the central idea at the beginning, which is common in articles written in flashback. Some articles summarize the full text at the end and point out the central idea. This is a common way to point out the central idea. For example, in Mountaineering, Lenin pointed out the central idea of the whole text in the last natural paragraph of the text.

Third, analyze the key sentences in the article. This is the main method. For example, in Wish, there are many sentences that reflect the central idea of the article: "... like her father, she is a fan of China, and now even I am becoming a fan of China." "It is those China people who can't speak who bring sincere friendship into an ordinary family, take root and sprout, and bloom beautiful flowers." "I hope she will study Chinese and become an engineer in China in the future to build a bridge of friendship."

The sentence in the lesson of "Flower Picking" "It turns out that the life of beekeepers is so hard and poetic!" "In our work, only people can catch flowers, and we can't let flowers wait for people!" In teaching, if we can guide students to deeply understand the meaning of these key sentences, we can more accurately summarize the central idea of the article.