First, primary school students' Chinese learning methods
Do everything with a method. If you do it properly, you can do it quickly and well. The same is true of learning. Micro-concrete methods are called learning methods, and macro-holistic methods are called learning strategies. Chinese learning has specific methods and overall strategies. Let's talk about learning methods first.
"The most valuable knowledge is knowledge about methods." In the future society, "illiterate people are no longer illiterate people, but people who have not learned how to learn." (Edgar Fuller, Learn to Live) Therefore, it is very necessary to guide students in their learning methods. Chinese learning methods involve both the whole and the part of Chinese. There are basic and specific ones. Educators, scholars and writers at home and abroad have all discussed the basic learning methods of Chinese in one way or another. Reading more, observing more, practicing more and thinking more, which seems to be a cliche, is the basic skill to learn Chinese well.
Guidance on the specific learning methods of primary school students can be divided into word learning, sentence learning, paragraph learning, article learning and writing learning. For example, the methods of learning words include: using the structural rules of Chinese characters to understand words, combining words, making sentences, consulting dictionaries, analyzing words with morphemes, comparing words with synonyms, understanding the meaning according to the language environment, tracing back to the source to understand the meaning and so on.
Sentence learning methods include: expanding and shortening sentences, changing sentence patterns, understanding simple and complex sentences with related words, modifying sick sentences and so on. The learning methods of paragraphs include: finding the central sentence, layering paragraphs, adjusting the word order of paragraphs and so on.
The learning methods of the article include: subsection method, summarizing the meaning of the paragraph, summarizing the main content of the article, summarizing the central idea of the article and so on.
The methods of learning to write a composition are: examination of topics, conception, selection of materials, organization of materials, revision of articles and so on.
Second, primary school students' Chinese learning strategies
Learning strategy is a new field of psychological research since 1980s, and it is also an important topic in the current psychological research of Chinese teaching. The so-called learning strategy mainly refers to the rules, methods and skills learned in order to achieve certain learning goals in learning activities; It is the operation process of thinking about problems in learning activities; This is a manifestation of cognitive strategies in students' learning.
There are four issues to be emphasized here: first, the purpose of students' learning; The second is the students' learning methods. In a sense, students' learning strategies mainly refer to their learning methods. Third, the students' thinking process; The fourth is the relationship between learning strategies and cognitive strategies.
How to understand students' learning strategies? First of all, attaching importance to students' learning strategies means recognizing students' subjectivity in the learning process and emphasizing students' active role in learning activities. Second, students' learning strategies are the premise of learning to learn, and learning to learn involves students using a series of learning strategies; Students' learning strategies are an important reason for their individual differences in learning, and the differences in learning strategies should be taken into account when teaching students in accordance with their aptitude. Thirdly, learning strategies are a series of purposeful activities, which are operational activities for students to choose, use, adjust and control learning methods, approaches, skills and techniques in the learning process. Finally, the process of implementing students' learning strategies is also the process of implementing decisions.
Through the analysis of learning strategies, it can be seen that students' learning activities are mainly a rational cognitive or cognitive activity, a process of thinking or information processing, which is also the characteristic that learning activities are different from general human cognitive activities.
Knowledge can be divided into simple and complex. In Chinese teaching in primary schools, simple knowledge learning is mainly vocabulary learning, and the difficulty lies not in understanding but in maintaining it. Therefore, how to promote the maintenance of knowledge according to the law of memory has become the main problem of popularizing simple knowledge teaching. The study of complex knowledge, in primary school Chinese teaching, mainly refers to the study of concepts and laws, as well as the study of reading and writing. The key is understanding. The essence of understanding is that students know the internal elements of new knowledge and the relationship between old and new knowledge. The following are several common learning strategies.
(1) Pay attention to strategy. Chinese teachers can use external means to control students' attention, stimulate students to adopt appropriate attention strategies and promote learning and memory. For example, "reading with questions" may not be the best reading method, but "letting students read first and then think about problems" may be a more valuable learning strategy.
(2) Coding and organization strategy. The most effective strategy is to encode and organize the information that people pay attention to for long-term preservation. Whether it is pinyin, literacy or reading teaching, Chinese teachers always need to guide students to sort out and queue up their knowledge and find out the rules, which is the application of this strategy.
(3) Fine machining strategy. For example, listening while reading and taking notes while listening (or watching) are very important learning strategies, and attention should be paid to cultivating students' habits from an early age. However, it is not a very simple thing to really make notes a technology to promote learning and simply record information. In order to cultivate students' good habit of taking notes, teachers should pay attention not to speak too fast, repeat complex and important content appropriately, and write the structure, level and key points of the lecture content on the blackboard.
(4) Retelling and reviewing strategies. For example, in order to remember Chinese characters, students must read and write new words over and over again. In Chinese teaching, teachers should pay attention to educating students to recite while reading, and read and try to recite alternately. In addition, for the study of complex knowledge, review strategies include reading and talking about the material, highlighting the key points, difficulties and points of the material by drawing lines, circling points and adding symbols.
These are all effective learning strategies that have been proved by countless facts. Teachers should consciously cultivate students in their daily Chinese teaching activities.
Third, the ability of primary school students to learn Chinese.
The fundamental purpose of Chinese teaching is to cultivate students' ability to correctly understand and use the language of the motherland through Chinese teaching, and also to cultivate students' Chinese ability. The so-called ability is the necessary personality and psychological characteristics for people to successfully complete certain activities, which can be divided into general ability and special ability. Chinese ability is a special ability. After years of research, Mr. Lin Chongde proposed that primary school students' Chinese ability is based on Chinese generalization, which consists of four Chinese abilities and five thinking qualities, and there are 20 cross-opening dynamic systems.
Generalization is the foundation of Chinese ability. As for primary school students' listening, speaking, reading and writing, it can be summarized as follows: the key to listening is "listening well". That is, you can listen accurately, grasp the center of what others say and understand the essence of what you hear. This is the performance of generalization ability in "listening"; The key is "clarity". That is, gradually master the characteristics of accurate, vivid and vivid oral expression, and be able to use words accurately, clearly, fluently, clearly, appropriately and logically. This is the expression of generalization ability in "speaking". There are many elements of reading, one is the reading form of reading aloud and silently, the other is the reading content of understanding words, sentences, paragraphs, articles and rhetorical structures, and the third is the logical thinking ability of analyzing the level of paragraphs, getting the central idea and mastering the context of articles. These three aspects are all based on students' generalization ability. The development of writing ability is also a general process. Pupils' transition from "speaking" to "writing" and from "reading" to "writing" (imitation) should express the internal relations of things in an orderly and vivid way through written language. There is a comprehensive refining process, that is, a generalization process.
Because the foundation of Chinese ability is generalization, we should emphasize the training of generalization ability from beginning to end when cultivating primary school students' Chinese ability.
Traditionally, students' Chinese ability is divided into four basic abilities: listening, speaking, reading and writing, which is correct. If listening, speaking, reading and writing reflect the basic content of primary school students' Chinese ability, then the differences of different students' Chinese learning are closely related to the differences of their thinking quality in Chinese literature learning. Thinking quality is the expression of intelligence and ability in intellectual activities, especially thinking activities, which reflects the level of thinking and the differences of intelligence and ability of each individual. It usually includes five aspects: profundity, flexibility, originality, criticism and agility. These five thinking qualities are an interrelated and inseparable dialectical unity. Professor Lin Chongde combined these four language abilities and five thinking qualities to form an open dynamic research system.