(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 at the same time guide students to accumulate in categories to further improve students' Chinese literacy.
(2) Review suggestions.
1, to guide students to sort out independently.
(1) The main types of accumulation are: idioms, famous sayings, proverbs, two-part allegorical sayings, couplets, ancient poems and masterpieces.
(2) Let students sort out each type according to the different contents.
For example: ① Idioms indicating "high concentration":
Focus, focus, focus, stare.
(2) the famous saying of "modesty":
Full loss, little gain. -"book. Dayu Mo "
Humility is based on strength, and arrogance is based on incompetence. -[Germany] Nitz
Modesty is the conscience of the body. -[France] Balzac
The less you talk about your greatness, the more I think about your greatness. -[British] Bacon
(3) Proverbs describing "accumulation":
Thousands of small rivers become big rivers;
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 Looking for Flowers Alone by the River
Ye Shaoweng's The Garden is Worthless.
He Zhangzhi's "Singing Willow"
Yang Wanli's New Town Xugong Store
Ancient poems describing "parting";
Li Bai's Farewell to the Yellow Crane Tower Meng Haoran on his way to Yangzhou
Li Bai's gift to Wang Lun.
Gao Shi's Don't Move Big
Wang Changling broke up with Xin Jian at Furong Inn.
2. Guide students to correctly call accumulation.
Teachers purposefully create situations and design some learning activities to awaken students' accumulation and let students use it correctly. For example:
(1) Post "Ancient Poems" on the flowers and trees in the school.
(2) Design slogans for the following places.
School dining room, gymnasium, reading room ...
(3) Consolidate practice.
1. Carry out comprehensive Chinese learning activities, including: idioms solitaire, two-part allegorical sayings, reading ancient poems, commenting on famous sayings and aphorisms, etc.
2. Write as required.
(1) Write idioms that start with "one", "hundred", "thousand", "sea", "nothing" and "yes".
(2) Write an idiom that means "the integrity of revolutionary martyrs".
(3) Write an idiom which 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) book reading room:
Second, exercise.
(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, and use common expressions to express their meaning concretely and clearly according to the needs of daily life. So I understand that exercise is for self-expression and communication with people.
(2) Review suggestions.
1, provide some exercise topics, guide students to choose materials, activate students' exercise materials, and guide students to accurately call exercise materials.
2. Provide students with some excellent exercises, guide them to appreciate and let them learn nutrition from "partner language".
3. Provide some examples of learning exercises to guide students to modify, and at the same time guide students to modify exercises themselves.
4. According to the needs of daily life, design some practical activities to guide students to use common expressions.
(3) Consolidate practice.
1, the teacher provides the following exercise reference topics, so that students can talk about their understanding of the topics and choose what materials to write. I can't forget him, he has made progress, you see, our family, street experience, in the rain, on the way to school, Mid-Autumn Festival night, summer noon, 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 for students to see, and enjoy the excellent works of students together with students.
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 record of their visit or travel notes.
(2) Organize students to do a small experiment, or a small game, or a sports competition, or a squadron activity, and guide students to write down what happened.
(3) Guide students to determine a person as the object of description and conduct a series of interview activities, which can interview the determined object or people who know him, so as to write 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 investigation reports, write letters to the environmental protection director or mayor, and write proposals to the public.
(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) Assign students to read an article and write a comment.
(9) Instruct students to imagine and write imaginary compositions.
For example, in 2008, I thought …, the little match girl came among us and adopted Simon's two children …
Analysis on Strengthening Review by Using Fixed Program Reading
Review methods of primary school Chinese
"Review the past and learn the new". Review is an essential process for 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) Making handwritten newspaper: 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. Students' knowledge and training ability are rather spotty or lumpy, which fails to form the interconnected system network stipulated in the syllabus. Chinese review should be guided by the syllabus, summarize and train the knowledge learned in a unit for a period of time, so that students can understand and master the systematic knowledge system as a whole and cultivate 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 the pattern, and add color, and a beautiful manuscript will be born. Then the teacher selects the well-done ones and displays them on the wall of the classroom, 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.
(B) keeping a diary: promoting the cultivation of comprehensive ability
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? 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. 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, read them aloud in class, point out the good places and pay attention to them. This not only avoids mechanical plagiarism, but also improves writing ability.
(C) Play games: make up for the lack of previous teaching.
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. 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 1 of Book 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 that playing games can test others, the students' interest suddenly came and they were eager to try. The problem was quickly solved and put into the bag, and the game of "high-five and pass the bag" officially began. As soon as I shout stop, whoever is 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 it right, there will be a small punishment, that is, high-five for me. Repeatedly, the classroom atmosphere will come out, and knowledge will be mastered unconsciously. Many students wrote in their diaries: "How I hope to have such a Chinese class again."
My view and practice on the final review of sixth grade Chinese.
First, do three studies and three understandings. Before making a review plan, I should learn three things and understand three things: first, the new curriculum standards and syllabus. We need to know all the requirements of the new curriculum standards and syllabus for grade six: understand 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, 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 piece of knowledge 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 let students devote themselves to the final review with full enthusiasm. The second is to investigate students' knowledge. I use the form of questionnaire to understand students' knowledge loopholes, which 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 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, the individual review of basic Chinese knowledge is arranged, in the second stage, the review of reading and exercises is arranged, and in the third stage, the test of unit synthesis and simulation synthesis is arranged. In the fourth stage, I arranged free review and individual counseling. 3. Review method: I use a combination of centralized review and independent review. Review content: I divide all the content into four parts: basic part, reading part and 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: basic part-all members participate in the 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 have probably summarized 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 be aware of them. For example, students organize word combinations as follows: ① Word combinations of similar words. ② Disyllabic words. ③ crossword puzzles. (4) word groups with 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. ..... 3. In order to arouse students' enthusiasm, I mobilized them to choose some of these projects according to their own situation and compile knowledge cards. This is also a familiar process for students. 4. When reviewing, you will draw lots to review with the cards given by your classmates, and ask for advice in time when you encounter problems that you can't. 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 loopholes in knowledge 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 the memorized paragraphs to the students and asked them to choose the error-prone and key words to fill in the blanks 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 the students are very interested.
According to the reality 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 questions and how to solve problems. When I do every problem, I help the 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 it. Some students can explain words in the context, some students can draw related words and sentences with-or ~ ~ ~ ~, some students can add a topic or change a topic in a short essay, some students can also write imitation words and explain words in the context, and some students can continue to write the ending in combination with the content of the text. It is really a passage and an article, which can help students practice many topics, broaden their horizons, enrich their knowledge and be active in 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, look at 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 personality characteristics: can be compiled into online questions for practice. For example: Zhan Tianyou is simple and honest, Teacher Liu strives for perfection, and Sang Na is kind and simple. 3. Classification of writing methods: Multiple choice questions can be edited and practiced. For example, the author of the text "Three Gorges" uses: ① the writing in the order of things. ② Expression in chronological order. (3) Description method according to the tour order.
The third stage: practice part-revise it repeatedly and keep a good diary. Because I usually pay close attention to students' diaries, writing in middle school and homework after class, and give timely guidance and feedback, the review focus of students' exercises in our class is not repeated writing, but repeated revision. 1. Modify one aspect every day: it can be the key paragraphs in the composition, the dialogue between 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 strong points, and gradually improve their writing level, which is not boring.
The fourth stage: comprehensive review-timely self-help review. According to the students' reality, I comprehensively tested the previous individual reviews, which can be unit tests or overall tests. Mainly made some comprehensive exercise papers. Besides doing some comprehensive papers, I also adopted the method of self-help review. Here I'd like to introduce the activity of "moving the buffet into the review class" carried out by our class.