How to grasp the important and difficult points of primary school Chinese

Emphasis and difficulty, as the name implies, focus is the important place, and difficulty is the place that is difficult to solve. The following is what I have compiled for you about how to grasp the important and difficult points of primary school Chinese, hoping to help you. Welcome to read the reference study!

1 How to grasp the key points and difficulties of Chinese in primary schools

1. Flexible teaching methods and clever use of information technology can effectively break through the key points and difficulties of teaching

(1) We must carefully interpret the teaching materials and choose the appropriate teaching methods

Teachers can know what each lesson is about by interpreting the teaching materials and comparing with the requirements of Chinese Curriculum Standards. In Chinese teaching, if teachers want to effectively break through important and difficult points, they must adopt various teaching methods, such as language narration, wall chart display, hands-on operation, blackboard writing analysis, and combination of lecture and practice. Teachers should choose the most appropriate and effective teaching methods according to different knowledge points and students' characteristics of different grades.

(2) Introducing multimedia into the classroom and using information technology flexibly

With the rapid development of the information age today, introducing information technology into the classroom and organically integrating it with Chinese teaching can make regular classroom teaching lively. In the past, teachers' eloquent explanations, dancing gestures, and mechanical presentation of chart charts were immediately dwarfed by information technology. Clever use of information technology can make abstract knowledge visual and has irreplaceable advantages in highlighting key points and breaking through difficulties.

Pupils are young, have limited knowledge, little life experience and lack of experience, and often can't understand what is described in the text. In particular, some students who live in cities do not know enough about many things and have no relevant experience in their minds. If in teaching, teachers can skillfully use information technology to change abstract words into intuitive pictures or animations, and change difficult points into interesting points, they can change the classroom teaching mode, give full play to students' main role, optimize classroom teaching, and help cultivate students' thinking ability, imagination ability, cognition ability and innovation ability.

For example, in the second book of the second grade, The Grape Valley, there is a paragraph about how raisins are made. Our junior students in the south have never been to Xinjiang to travel. Because of the geographical differences, they feel strange to the distant Xinjiang. They don't know anything about the appearance and structure of the "shadow room" for making raisins mentioned in the article, and how to make raisins by using flowing hot air. Students can't understand the content of the text simply by describing it in a few words, which is the difficulty of this lesson. When I was teaching this paragraph, I skillfully used multimedia courseware to show a number of pictures of the vulva from different angles, so that students can understand its structural characteristics, and demonstrate the flow process of hot air through animation, so that abstract and difficult words become vivid, difficult to turn into easy, so that students can see at a glance, and can accurately understand and appreciate the content of the text.

second, connecting with life experience and deepening understanding can effectively break through the important and difficult points in teaching

Modern cognitive theory holds that new knowledge is built on the original cognitive structure. Therefore, in reading teaching, teachers should actively inspire and guide students to find and reproduce real life scenes that are similar or relative to the teaching content, and contact students' original life experiences, so that students can enrich and deepen their emotional experiences in migration or contrast.

For example, the first volume of the fifth grade, "Wonderful" and "Terrible", wrote a poem written by Buddy at the age of seven. My mother commented that the poem written by "I" was wonderful, while my father commented that the poem written by "I" was terrible. It is these two voices and two different ways of love that have always inspired Buddy to move forward. In the process of teaching, I first ask the students to recall what their parents love for them, and then ask the students to think about why their father and mother have different views on Buddy's poems. How does Buddy treat his parents' love when he grows up? How do students view Buddy's parents' love for him?

In teaching, I guide students to start from their own life experiences, and understand that both the serious criticism of the father and the praise appreciated by the mother in the text stem from their love for their children, but they are expressed in different ways. Without the warning of his father and the encouragement of his mother, Buddy might not have become a writer, and at the same time, he really understands the kind of care his parents give him in daily life, which deepens the students' emotional experience of the text and life.

Third, strengthening the combination of learning and practice and strengthening pragmatics can effectively break through the difficulties in teaching.

The ultimate goal of Chinese teaching is to improve students' Chinese literacy and enhance their oral and written expression ability, and the key to improving literacy and ability lies in the word "use". In teaching, teachers should provide students with multi-channel training channels. Starting from the reality of students' "learning", they should grasp the training points and let students understand, discover and create in the application, which is the key to learning Chinese well. "Reading" and "practicing" are the magic weapons to strengthen pragmatics and effectively break through the difficulties in teaching.

Chinese is to cultivate students' ability of listening, speaking, reading and writing. "Reading" in teaching includes not only improving students' reading ability, but also cultivating students' reading methods such as silent reading, reading aloud, intensive reading, skimming and reading, as well as reading learning extending from class to extracurricular. "Practice" is the main way for students to learn. In class, teachers should have the awareness of practice, carefully design the content of practice, arrange the exercises of listening, speaking, reading and writing reasonably, and pay attention to the combination of reading and writing. By designing different levels of practice, especially oral and hands-on exercises, knowledge can be effectively consolidated and transferred, so that students can improve their learning efficiency and learn to integrate.

For example, when teaching the second volume of the fourth grade "Fish Swim on Paper", the whole class teacher designed various levels and forms of "reading". Read the topic at the beginning of the class and guide the students to read different feelings in different tones; Then let the students read the text silently according to the guidance requirements, and grasp the main content of the article as a whole; In the process of learning the text, we also read important paragraphs and read key sentences repeatedly, so that students can understand and feel during reading, and the whole class sounds loud. The design of "practice" can be regarded as the highlight of this lesson. The most ingenious thing is to use the illustrations of the text and the methods of describing characters learned in this lesson to transfer the practice of writing and combine reading and writing, which can not only deepen the understanding of the text, but also improve the ability to use language and characters. The difficulty in learning this lesson is to understand the relationship between "fish swam to the heart" and "fish swam to the paper". After the students learned the text, the teacher designed the practice of filling in related words in the summary session: (1) fish swam to the heart, (2) fish swam to the paper.

Students use the related words of causal relationship, conditional relationship and hypothetical relationship to connect the two sentences. In this way, students can easily understand the relationship between the two, and they can easily break through the difficult points in this lesson. This design is ingenious and can be described as the crowning touch. In homework design, the teacher closely follows the theme and characteristics of this lesson, and borrows the subtlety of "fish swimming on paper" to let students choose a person or thing, observe it carefully, describe it in detail, and write it vividly. The combination of "reading" and "practicing" fully embodies that learning resources and practical opportunities are everywhere and all the time. A large number of Chinese practice opportunities are provided in the classroom, so that students can understand and grasp the laws of learning and using Chinese, improve their ability while accumulating knowledge, and truly implement the one-dimensional goal of "knowledge and ability".

Fourth, paying attention to good guidance and effective migration can effectively break through the teaching difficulties.

For some new or difficult knowledge points, students may not be easy to understand at once, so teachers need guidance, so "guidance" is the key to effectively break through the teaching difficulties. "Guidance" in teaching refers to fully embodying the role of taking students as the main body and teachers as the leading role in the classroom. Teachers pay attention to the guidance of learning methods, build scaffolding for students, and let students construct and acquire knowledge independently through clever guidance, which is reflected in the fact that under the guidance of teachers, students use independent, cooperative and inquiry learning methods to learn, and truly realize the one-dimensional goal of "teaching them to fish" and "process and method" in the three-dimensional goal.

For example, when teaching the second volume of the fourth grade "Fish Swim on Paper", the teacher carefully designed a self-study outline, so that students can grasp the main line of the article and understand the content of the text through autonomous learning; In the process of self-study, guide students to learn by writing key words and phrases and writing side notes; According to the feedback from students, the generated resource camera is used flexibly to dial; Combined with learning the content of the text, understand the method of grasping the characteristics of the characters and describing them in detail.

Through a series of ingenious instruction, students can construct and acquire knowledge independently, so that students can acquire methods in the process of learning. In the process of students' learning, teachers guide students to explore from "Why can fish swim to paper" and "What kind of youth is this" to "What methods can we make fish swim to paper" through vivid and refined language, so that students can understand the thoughts and feelings of the article through independent exploration, so that students and the author can have a * * * sound. While admiring and admiring deaf-mute young people, they deeply realize that only. It can be seen that "guidance" is particularly prominent in the teaching of this course. From reading guidance, thinking guidance to learning guidance and practice guidance, it fully embodies the concept of taking students as the main body and teachers as the leading factor, permeates learning methods everywhere, and guides students to since the enlightenment in self-study.

2 How to grasp the important and difficult points in Chinese teaching in primary schools

1. Learn the curriculum standards in depth and grasp the teaching materials

Curriculum standards are teaching guidance documents that stipulate the curriculum nature, curriculum objectives, content objectives and implementation suggestions of a certain subject. Many teachers don't think it is necessary to study the curriculum standards. They think it is theoretical and hard to read. They think they just need to "understand" the textbooks. But they don't know that the textbooks are written according to the curriculum standards. How can they "understand" the textbooks without studying the curriculum standards carefully? The Outline of Basic Education Curriculum Reform (Trial) points out: "National curriculum standards are the basis of textbook compilation, teaching, evaluation and examination proposition, and the basis of national curriculum management and evaluation.

2, according to the age characteristics of primary school students, find the nearest development area

Educational psychology tells us that the age characteristics of primary school students are strong curiosity, strong imitation and active nature, and the duration of intentional attention is relatively short. Therefore, if you want to give a good lecture, you must grasp the places that students are most interested in, that is to say, the focus of this lesson must be able to grasp the students' interests.

The theory of zone of proximal development was put forward by Vygotsky, a Soviet psychologist. He thinks that there are two levels of students' development: one is the existing level of students, which refers to the level of problem-solving that can be achieved when they are independent; The other is the possible development level of students, that is, the potential gained through teaching. The difference between the two is the nearest development zone. Teaching should focus on students' recent development areas, provide students with difficult content, mobilize students' enthusiasm and give full play to their potential. The difficulty in teaching is not easy to set too high, nor should it be too low. It is most appropriate for students to "jump to pick peaches". Therefore, when designing a lesson, we should not only understand the age characteristics of primary school students, but also identify the nearest development area of students at this learning stage.

3. Carefully analyze the textbooks and determine the key points and difficulties

On the basis of reading and sorting out, we should do some analysis on the textbooks. The main purpose of the analysis is to grasp the key points and difficulties of the whole textbook, the key points and difficulties of each group of textbooks and each textbook, and grasp the key points and difficulties. When preparing for class, the force will be on the cutting edge.

macro analysis, grasp the key and difficult points of the whole textbook. The key and difficult points of the whole book are clarified, and the objectives are determined by making the semester teaching plan, preparing lessons in units and preparing lessons in class.

Make an overall analysis to understand the intention of each group of textbooks. Analyzing the key points and difficulties of each group of textbooks is the process link to achieve this training goal. The fifth unit of the fourth grade of primary school Chinese in People's Education Press tells us that life is precious and beautiful, and it is the key and difficult point for this group to let students feel the beauty of life. The group arranged four texts: Touching Spring, Eyes of Eternal Life, Life of Life, and Courage of Flowers to let students understand and feel the beauty of life. In the text "Touching Spring", it is the key and difficult point to feel the quiet love for life of blind children. To solve this key and difficult point, we should seize the "quiet fingers quietly closed and actually caught the butterfly. It is a miracle! The butterfly with eyes open was caught by the magical spirituality of the blind girl. Let the students understand the meaning of "unexpectedly" and "magical spirituality" and express their views on this matter. Naturally, the students will understand the kind of love of quiet for life. It can be seen that analyzing the difficulties of each group of textbooks has a certain guiding role in teaching each text, so we don't have to go to great lengths to read the text and analyze the meaning of each paragraph.

Analyze carefully and grasp the characteristics of each textbook. A careful analysis of a textbook requires a detailed understanding of its arrangement purpose, article characteristics, correct analysis and distinctive course preparation. For example, the lesson "Bridge" is a novel, and the plot of the novel is ups and downs. We should grasp the environmental description and character description of the text to make students feel the noble spirit of the old village head's selflessness, fearlessness and heroic dedication. After analyzing the important and difficult points, the lesson preparation will be concise and clear.

4. Teach students in accordance with their aptitude and respect the individual differences of students

Mr. Tao Xingzhi, an educator in China, said: Training and educating people, like planting flowers and trees, should first understand the characteristics of flowers and trees, and give them fertilization, watering and training education according to different situations. This is called "teaching students in accordance with their aptitude". Soviet educator Suhomlinski also mentioned in the book "Suggestions for Teachers": Teachers should be good at determining what each student can achieve at this moment and how to further develop his intelligence, which is a very important factor in educational skills. Therefore, it is necessary to reflect the hierarchy when formulating the important and difficult points of a lesson, so that every student can gain something through learning.

For example, when designing the lesson "Painter and Shepherd Boy", I fully considered the differences of children in the class and set different goals for students of different levels. For students with strong understanding ability, the key and difficult point of my design is "being able to write the new words in this lesson silently;" Learn from the good qualities of the little shepherd boy who dares to express his views and can write a few words of praise for him "; For students with medium learning ability, the key and difficult point of my design is "correctly writing the new words in this lesson;" Understand what the little shepherd boy said in the fifth paragraph, and understand what the great painter Dai Song did wrong. "For those students who have some difficulties in learning, I regard" knowing the new words in this lesson, being able to read the text correctly and fluently, and reading exclamations and questions well "as their key and difficult points. In this way, students of different levels have developed in this class, and teachers will not be angry with those underachievers. It can be seen that we should follow the educational law of teaching students in accordance with their aptitude when formulating important and difficult points, so that we can be comfortable in the classroom.

3 How to grasp the important and difficult points in primary school Chinese teaching

First, grasp the text language and break through the important and difficult points in teaching from the details

The text language of the textbook of Jiangsu Education Edition is beautiful and the words are accurate. There are many keywords, which play an important role in expressing ideas.