How to better examine the sixth grade graduation proposal

First, accumulation. (1) review the guiding ideology. Primary school students have accumulated a certain amount through reading in and out of class for six years. In the review stage, teachers should create certain situations, design some learning activities, guide students to correctly call accumulation, and guide students to accumulate in categories at the same time, so as to further improve students' Chinese literacy. (2) Review suggestions. 1, to guide students to sort out independently. (1) The types of accumulation mainly include idioms, famous sayings, proverbs, two-part allegorical sayings, couplets, ancient poems and masterpieces. (2) Ask students to sort out each type according to different contents. For example: ① Idioms indicating "high concentration": concentration, concentration, concentration and fixation. Explain the famous saying of "modesty": full of losses, the benefits of modesty. -"Book Mo Yu" Humility is based on strength, and arrogance is based on incompetence. -[Germany] Niz Humility is the conscience of the body. -[France] Balzac The less you talk about your greatness, the more I will think of your greatness. -[English] Bacon ③ Proverbs describing "accumulation": thousands of small rivers can be merged into one big river; A fast fire is not as slow as the sun; Gather dust on Mount Tai; Swallows hold mud nests. ④ Ancient poems describing "spring scenery": Du Fu's Soliciting Flowers by the Riverside, Ye Shaoweng's A Beautiful Garden, He Yong Liu, Yang Wanli's New Town Store, and poems describing "parting": Li Bai's Yellow Crane Tower Farewell Meng Haoran's trip to Yangzhou, Li Bai's Gift to Wang Lun, Gao Shi's Biedongda, and Wang Changling's In. Teachers purposefully create situations and design some learning activities to awaken students' accumulation, so that students can use accumulation correctly. For example: (1) paste "ancient poems" on the flowers and trees in the school. (2) Design slogans for the following places. School canteen, gymnasium, reading room ... ③ Consolidate exercises. 1. Carry out comprehensive Chinese learning activities, including: idioms solitaire, two-part allegorical sayings, reciting ancient poems, commenting on famous sayings, etc. 2. Write as required. (1) Write idioms that start with "one", "hundred", "thousand", "sea", "nothing" and "you". (2) Write an idiom that means "the integrity of revolutionary martyrs". (3) Write an idiom that means "Time flies". (4) Write two famous sayings about "reading is beneficial". (5) Write two ancient poems expressing patriotic enthusiasm. (6) Write two ancient poems describing "autumn scenery". (7) Write two ancient poems describing "friendship". (8) Write two famous sayings about "cherishing time". (9) Write two sentences of "agricultural proverbs". (10) Write two proverbs reflecting "climate". 3. Design slogans for the following places. You can use appropriate famous sayings or create your own. (1) school garden: (2) music classroom: (3) laboratory: (4) school canteen: (5) gymnasium: (6) reading room: 2. Homework. (1) review the guiding ideology. After six years of reading and observation, primary school students have accumulated some practice materials. In the review stage, on the one hand, teachers create practice situations to guide students to accurately call these practice materials; On the other hand, guide students to carry out practical activities, use common expressions according to the needs of daily life, and express their meaning concretely and clearly. Therefore, I understand that exercise is for self-expression and communication with others. (2) Review suggestions. 1, provide some exercise topics, guide students to review topics and select materials, activate students' exercise materials, and guide students to accurately call exercise materials. 2. Provide students with some excellent exercises to guide them to appreciate, and let them learn nutrition from "partner language". 3. Provide some examples of learning exercises to guide students to revise, and at the same time guide students to revise their own exercises. 4. Design some practical activities to guide students to use common expressions according to the needs of daily life. (3) Consolidate practice. 1, the teacher provides the following exercise reference topics for students to talk about their understanding of the topics and what materials they can choose to write. I can't forget him, he has made progress, look, our family, street experience, in the rain, on the way to school, Mid-Autumn Festival night, noon in summer, interesting childhood, campus news, holiday street, visiting XXX and so on. 2. Teachers select the excellent works of students in this class, or the excellent works of students selected from excellent compositions such as "New Writing", print them out and give them to students, and enjoy the excellent works of students with them. 3. The teacher purposefully selects some examples of exercises to print out and revise them with the students. 4. Teachers can design the following practical activities to provide students with practice materials. (1) Organize students to visit a scenic spot, and instruct them to write a visit record or travel notes. (2) Organize students to do a small experiment, or a small game, or a sports competition, or a squadron activity to guide students to write down what happened. (3) Guide students to identify a person as the object of description and conduct a series of interview activities, so as to interview the identified object or people who know him, thus writing a short article about people. (4) Instruct students to observe a plant, an animal and an object, and then write down what they observe. (5) Organize students to investigate the phenomena and causes of environmental pollution around them, write an investigation report, write a letter to the director of the Environmental Protection Bureau or the mayor, and write a proposal to citizens. (6) Organize students to investigate good deeds in schools and communities and write letters of commendation. (7) Choose one or more pictures to guide students to write a composition about pictures. (8) Ask students to read an article and write a comment. (9) Instruct students to imagine and write imaginary compositions. For example, in 2008, I thought ..., after the little match girl came to us and adopted Simon's two children ..., this paper analyzes the review method of "reviewing the old and learning the new" by using fixed procedures to read and strengthen primary school Chinese review. Review is an essential process in any learning activity. 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, I explored a new way of review according to the characteristics of primary school students' inattention, love of new things and love of games. (1) Running a newspaper by hand: establishing a systematic knowledge system. Chinese class takes texts and units as structural units. In the process of teaching, the practice of "paragraph by paragraph" is generally adopted, and one text is transferred to the next text immediately after teaching. Students' knowledge and training ability are relatively punctate or lumpy, and fail to form an interconnected system network as stipulated in the syllabus. Chinese review should be guided by the syllabus, summarize and train the knowledge learned in a unit and for a period of time, so that students can understand and master the systematic knowledge system as a whole, and train and improve their required abilities. Based on this, every time I finish learning a unit, I will ask students to make a handwritten newspaper with the knowledge points of the unit as the content. The specific content is not required, and it is up to the students themselves. Choose the right content, match patterns and add colors, and a beautiful review manuscript is born. Then, the teacher selects the well-done ones and posts them on the wall of the classroom for display, so that students will take the initiative to appreciate them. In the process of appreciation, students will consolidate and understand the knowledge of this unit again. (2) Keeping a diary: promoting the cultivation of comprehensive ability is the main teaching activity form of review class. Those sea tactics, "fried cold rice", mechanical repetitive training and so on are all disadvantages in training. How can we improve the review efficiency in the training of review class? Transfer is based on the review of past teaching content and training ability, turning to new review content and expanding in other directions. This review method is a way to fully mobilize students' review enthusiasm, give 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. Sometimes, after learning a unit, I will ask students to write a review diary. Before writing, I ask students to write down the knowledge points of this unit and then talk about their own views and feelings. Students must review their textbooks before writing. Although the purpose is to review, the form is different and the content is profound, and students are willing to accept it. However, after the diary is written, the teacher must choose some well-written ones to read aloud in class, point out the good places and pay attention to them. This not only avoids mechanical copying, but also improves writing ability. (3) Play games: make up for the lack of past teaching. Because teachers have different understandings of the teaching priorities and tasks stipulated in the texts and units, the treatment of teaching content may be different. In the usual teaching, some contents are inevitable. Although teachers have been aware of these omissions in students' homework and counseling, some of them 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. At this time, I gave the initiative to the students and played the game of "high-five and pass the bag" with them. For example, after teaching unit 12, I asked each student to write a question according to the content of unit 1 and then told everyone how to play the game. As soon as I heard about playing this game, I could test others, and the students' interest came at once and they were eager to try. The problem was quickly solved and put into the bag, and the game of "high-five passing the bag" officially began. As soon as I shout stop, the people in the bag will come up and draw questions. If you get the correct answer, you can go back to your seat. If you don't get the right answer, there will be a small punishment, that is, high-five instead of me. Repeatedly, the classroom atmosphere will come out and knowledge will be mastered unconsciously. Many students wrote in their diaries: "How I wish to have such a Chinese class again. "My views and practices on the final review of sixth grade Chinese: 1. Do three studies and three understandings. Before making a review plan, I should do three studies and three understandings: 1. New curriculum standards and syllabus. We should know all the requirements of the new curriculum standards and syllabus for grade six: understanding every standard, scale, emphasis and difficulty. The second is to study the "Examination Instructions". Understand the key points of knowledge, ability test, reading items, writing requirements, oral communication requirements and the relationship between the difficulty of each item and the new curriculum standard in the exam instructions. The third is to study teaching materials, practice after class, and study the test papers issued by the school. Understand the author's intention and the relationship between each knowledge point and the new curriculum standard. Second, do two surveys and two analyses. The first is to investigate the psychological status of students. I held a survey meeting of students at different levels to find out their views and attitudes towards graduation exams and their requirements for review. By analyzing students' psychological level, we can carry out some activities, give students some spiritual food, arouse the enthusiasm of each student, and make students devote themselves to the final review with full enthusiasm. The second is to investigate students' knowledge mastery. I use questionnaires to understand the knowledge loopholes of students and what problems students need teachers' help to solve most; By analyzing students' knowledge level, I can teach students in accordance with their aptitude, make the review targeted, make every student feel satisfied in the review, and get better review results. Third, make a good review plan. After completing the above two tasks, I just made a review plan in detail. I generally plan from the following four aspects: 1. Guiding ideology: according to the new curriculum standard, according to the teaching materials and test papers, I will make a simple analysis and explanation of the students in this class. 2. Review time: usually three weeks. I divide it into four stages, each lasting about four days. In the first stage, I arranged a single review of basic Chinese knowledge, in the second stage, I arranged a review of reading and exercises, and in the third stage, I arranged a test of unit synthesis and simulation synthesis. In the fourth stage, I arranged free review and individual counseling. 3. Review method: I use a combination of centralized review and independent review. 4. Review content: I divide all the content into four parts: basic part, reading part, practice part and oral communication part. Fourth, the implementation method of review I want to report to you on the content and method of review: I use the method of combining centralized review with independent review. The first stage: the basic part of the language-full participation in independent review Step 1: draw lots for practice 1. Divide the students into several groups of different levels, and classify and summarize the items involved in words, words and sentences according to the contents of textbooks and test papers. Our students probably summed up the basic knowledge of 16. 2. I put these items classified and summarized by students on the blackboard to help students sort them out, and let them copy them in the review book, so as to know fairly well. For example, students organize word combinations in the following ways: ① Word combinations of similar characters. ② polysyllabic words. ③ crossword puzzles. (4) Phrases composed of multiple words. ⑤ Change radical words and add radical words. 6. Write the words. Choose synonyms to fill in the blanks. ⑦ Write words with numbers. Write words with opposite meanings, etc ..... 3. In order to arouse students' enthusiasm, I mobilized them to choose some of these projects according to their own situation and write knowledge cards. This is also a familiar process for students. 4. When reviewing, we will draw lots to review with the cards given by the students, and ask for advice in time if there are any problems. If every five cards are done correctly, we will reward a flower of knowledge. Step 2: Single Acceptance After the review by drawing lots, I will strengthen the practice of single acceptance according to some big problems that students have appeared in the review by drawing lots, so as to find and fill the knowledge loopholes in time. The second stage: the reading part-there is guidance and practice in practice. 1. Reciting and dictation. 1. I ask everyone to pass the recitation section. 2. I handed over the recited paragraphs to the students and asked them to fill in the blanks with error-prone and key words according to the original text. 3. Dictation can't be ignored, and it must be put into writing. I often have some small surprise dictation competitions, and students are very interested. According to the actual situation of the students in our class, I think the cultivation of reading ability lies in the usual teaching, and review can only be a process of strengthening and upgrading. Therefore, the focus of my review is not how to read, but how to examine and solve problems. When I do each question, I help students check it clearly. What do you want us to do? How come? For the training of answering questions, I take the way of letting students write questions according to their reading interests. For example, I consciously choose to write landscapes, write personal notes, visit travel notes, and compare a paragraph or an article with real life, so that everyone can write questions after reading. Some students can explain words in the context, some students can draw related words and sentences with-or ~ ~ ~ ~, some students can add or change the theme in the essay, some students can also write imitations and explanations in the context, and some students can continue to write the ending with the content of the text. This is really a passage and an article, which can help students practice many topics, broaden their horizons, enrich their knowledge and activate their thinking. Interest in reading has also increased. I think this form of reading regards reading materials as readers, not textbooks. It focuses on improving students' ability to analyze and solve problems, rather than teaching students to answer a question. Third, read this textbook and do classification exercises. I ask students to be familiar with the textbooks and classify them into groups: 1. Classification of content points: fill in the blanks. For example, the text "Little Match Girl" has been written as "Eve" many times. The first time because of her (), the second time because of her (). 2, the classification of character characteristics: can be compiled into online test questions for practice. For example: Zhan Tianyou is honest and honest, Teacher Liu strives for perfection, and Sang Na is kind and simple. 3. Classification of writing methods: Multiple choice questions can be compiled for practice. For example, the author of the text "Three Gorges" used: ① the writing method arranged in order of things. ② Expression in chronological order. (3) Description method according to the tour order. The third stage: practice part-revise and write a diary repeatedly. Because I usually pay close attention to students' diaries, middle school writing and homework, and my guidance and feedback are in place in time, the review focus of students' practice in our class is not on repeated writing, but on repeated revision. 1. Modify one aspect every day: it can be the key paragraphs in the composition, the dialogue of the characters, and the method of modifying the beginning and end. 2. Write a good diary: I ask students to practice writing a diary from four aspects (1) (practice writing things and write the process clearly) (2) describe a scene (practice writing scenery and grasp the characteristics of scenery) (3) write one by one (practice writing people to make people alive) (4) feel and think (practice imagination). In this way, students can learn from each other, learn from each other's strengths and gradually improve their writing level, and it is not boring. The fourth stage: comprehensive review-timely self-help review. According to the students' reality, I conducted a comprehensive test on the previous individual review, which can be a unit test or an overall test. I mainly did some comprehensive exercises. Besides doing some comprehensive papers, I also adopted the method of self-help review. Next, I would like to introduce the activity of "moving the buffet into the review class" carried out by our class.

I hope I can help you.