The more words the junior students expand, the better?

The new curriculum standard puts forward that Chinese is a basic subject, and the teaching content and emphasis in different stages are different. Word-building and word-expanding are common forms of practice in junior literacy teaching, which are also important contents of junior Chinese teaching and effective means to help students understand and master the words they have learned. Therefore, no matter in-class homework, extracurricular homework, review materials and test papers, the proposition of "combining words to expand words" will often appear, which will undoubtedly help students understand the meaning of words and develop their language and thinking. In recent years, I have been engaged in Chinese teaching in the lower grades of primary schools, and often read the Chinese exercise books of the lower grades of primary schools, and found that there are many improper requirements for word composition: some teachers require students to write all the new words appearing in textbooks; Some teachers ask students to form three to five words for each new word; Some teachers also put forward the same requirements for some conjunctions such as "glass" and "butterfly", which are poor in word formation or cannot be disassembled. Students have to ask their parents or blindly copy dictionaries when composing words. Therefore, I think for junior students, the more words, the better. Some words can be expanded more, some words can be expanded less, and some words do not need to be expanded. In this regard, I would like to talk about some personal views: First, expanding words should follow the law of students' psychological development. Undoubtedly, the purpose of expanding words is to let primary school students better understand the meaning of words and lay the foundation for application. Teaching primary school students to master the meaning of words must be carried out according to the level and characteristics of children's thinking development. Professor Zhu Zhixian pointed out that the basic characteristics of students' thinking in the lower grades of primary schools are: "The main form is concrete thinking, and the main form is gradually transferred to abstract logical thinking. But this abstract logical thinking is still directly related to perceptual experience to a great extent, and it still has a great concrete image. " Primary school students in lower grades mainly think in concrete images, while abstract logical thinking is still developing. What they know is often the intuitive and vivid external characteristics or attributes of things, and the concepts they know are often concrete and directly perceptible, and they are not strong in abstract thinking ability of word concepts. "Water level, water area, aquarium" are all advanced abstract words, which are difficult for them to understand and teachers to tell them. Therefore, to teach primary school students to enlarge vocabulary, we must proceed from the actual situation of students and teach them to master the concepts that may be mastered. Junior high school students' understanding of the concept of words is dominated by the intuitive features contained in the concept of words, and they mainly rely on perceptual representation to understand the concept of words. For example, first-year students use "water" to expand words and form words such as "paddy field, river water, (boiled) water and (hot) water", which is very practical, but some teachers also guide students to form words such as "Feng Shui". Although the student has seen "wind" and "water", it is difficult for him to establish the concept of "Feng Shui". Although the teacher described it intuitively and vividly in language, the students just couldn't understand it. Therefore, when teaching students to expand their own words, teachers must consider them comprehensively. Children's understanding of objective things is from concrete to abstract, from perceptual to rational, from the appearance of things to the essence of things. Teaching primary school students to master the meaning of words should also follow this law of understanding things. The degree of students' understanding of the word concept not only determines the difficulty of the word concept itself, but also determines the consistency between the thinking object and the students' life experience. Therefore, in the practice of expanding words, we can only teach students to grasp the meaning of words from daily life, from real life to abstract concepts, so as to make it from easy to difficult, from simple to complex, step by step and in a planned way. The above shows that it is unrealistic and illegal to treat primary school students as adults and ask them to form so many words and teach them to master too many deep concepts. Second, the expansion of words should be combined with students' existing life experience. Chinese characters are different from Chinese Pinyin. It not only means what syllable to read, but also depends on what it means as a word or to form a word with other syllables, which are represented by different symbols. However, the combination of a single word and other words can form many words with different meanings, and the meanings of words are also different. Among these "many words with different meanings", some are consistent with students' understanding level and life experience, and some are impossible for students to contact, know or understand. Therefore, primary school students must not blindly and aimlessly expand their vocabulary as much as possible. Teachers should combine children's psychological characteristics and life experience, and train the word-expanding practice to the real point. Don't put on airs. The word-expanding training should be done properly, not as much as possible. How to master this scale can be considered from the following four aspects: 1. Closely follow the text and guide students to enlarge their vocabulary. Students in the lower grades of primary school learn words mainly to understand the words in books. Research data show that the number of words in written language is less than that in spoken language at the beginning of primary school. Freshmen have mastered a large number of spoken words and languages in their life experiences, and the ideal Chinese textbooks for lower grades of primary schools should contain a large number of written words and languages. If divorced from the text, what students are familiar with will become new factors, and students should re-establish the connection between concepts and specific things. This is both incomprehensible and time-consuming and laborious. The words mentioned above, such as "checkpoint, aquarium, water area", are divorced from the textbook and students' understanding level, and should not be the word-formation content of junior primary school students. Therefore, in order for students to associate written words and language with familiar things, students in the lower grades of primary school should mainly learn words appearing in books. 2. Connect with real life and guide students to expand their vocabulary. Teachers should help junior students to associate the words they have learned with the words they have mastered in oral English. For example, when teaching the word "red", the teacher should first let the students know the concept of "red" and understand its types: "light red, deep red and purple red". Words such as "red flag, red scarf, lipstick and sweet potato" are familiar to students in their life experience, and they have been mastered in spoken English, but they cannot be associated with the word "red". As soon as the teacher pointed it out, the students suddenly understood, ah, the red in so many words is the red of "safflower", which not only understood the meaning, but also connected it. 3. Use what you have learned to guide students to expand their vocabulary, and use the words you have learned and familiar words to help students understand the word "Xiang", which means "go". Due to different life experiences, students may form words such as "East, West, South, North, Up and Down" for students to speak. If "East, West, South and North" are put forward by different students in class, the teacher will explain them a little, and the six new words will be accepted by the whole class at once. 4, combined with commonly used words, guide students to expand vocabulary and choose words commonly used by students in study and daily life to give affirmation, which is also in line with children's understanding level, and a large number of them should belong to the above types. Only by teaching students word formation in this way can we overcome randomness and make word formation serve certain teaching tasks. Vocabulary is the foundation of language. Teachers should also consider the characteristics of Chinese vocabulary when guiding students to practice word formation. The word-formation ability of morphemes in modern Chinese is strong and weak. For example, there are many words made of "water", such as "people, hands, wind, small, big ...", and the basic vocabulary also has strong word-formation ability, which is understood by the whole people. However, not every word has the strong word-formation ability like "water", some are strong, some are weak, some are weaker, and some have little word-formation ability. For example, the word formation ability of "Mom and Dad Milk" is very weak. Some words can neither be taken apart to explain nor be taken apart to form words, such as mantis, cricket and dragonfly. Teachers should emphasize the overall meaning of these words, which can neither be understood apart nor formed into words. Teachers should teach according to the characteristics of vocabulary, constantly enrich students' vocabulary, develop students' language and develop students' intelligence. Educator Pan Wei said: "Let students master several usages of the same word on the basis of their existing experience and oral development as much as possible, which will not only enable them to better grasp the original meaning of the word and some word-formation rules in Chinese through practical application, but also expand students' vocabulary, enrich language and thinking materials, and lay a good foundation for composition. "Therefore, scientifically and effectively guiding junior students to expand their vocabulary can not only improve their reading ability, sentence-making ability and writing ability, but also provide some methods for correctly understanding the meaning of words in the future. As a teacher, we must take the cultivation of students' ability as a foothold and start from the long-term development of students, and provide some learning methods for students, so that they can go smoothly and further on the road of learning! ：