How to carry out language and writing training in Chinese classes

Second, it is necessary to clarify the process of language training, and the process of language training should be a process of understanding language and writing and understanding the content. This process consists of two interrelated and inseparable phases: the first stage is to understand the ideological content of the text with the help of language and writing.

The second stage is to understand the content and experience how the ideological content of the text is expressed in words. The starting point of this process is the written language, and the implementation point is still the written language. At present, it is a common phenomenon that only the first phase has been completed, and the second phase is missing.

Students study a text only to know what the text is about, but not the language of the text. From the point of view of reading instruction, it can be said that the task is not accomplished. The current proposal to strengthen language training is to a large extent aimed at this situation.

Therefore, the basic way to strengthen language training is to guide students to understand the ideological content through reading and with the help of language and writing, and then guide students to understand how the ideological content is expressed in language and writing through reading and other training methods. 3. It is necessary to properly handle the following three relationships, the relationship between language and writing training and ideological education.

Language and writing training and ideological education in reading teaching can and must be integrated. Ideological education should permeate in the course of language training, and language training cannot be carried out in isolation from the ideological content of texts. A certain word is used well, a certain paragraph is well written, that is, it is an appropriate expression of what the author wants to express in the here and now.

Without the specific content of thought, it is impossible to clarify the form of language. and the relationship between language training and language knowledge transfer. The basic task of reading instruction is to develop reading ability, not to impart language knowledge.

This is clearly stated in the syllabus. The basic way to develop reading ability is to carry out rigorous language training. The process of language training is essentially a process of guiding students to learn the necessary language knowledge and transforming the knowledge into skills through practice.

The knowledge mentioned here includes some learning methods that have been tested in practice and conform to the laws of language learning. The necessary knowledge of the language is included in the training of the written and spoken language. and the relationship between "training" and "training" in language training.

"Training" is mainly the teacher's activities, including design, inspiration, guidance, demonstration and necessary explanations. "Practice" is mainly an activity for students, including listening, speaking, reading and writing. The purpose of "training" is to guide "training" so that students can practice and practice well.

Leaving practice, "training" and "training" are combined, and the concept of practicing is not master. "Practice" mainly refers to the practice in the classroom. It is a mistake to focus on "training" in the classroom and leave a lot of practice outside the classroom.

"Practice" should be an activity in which all students participate, let one or two students read, speak, and write, and most students are in the position of sitting together, which is a performance, not teaching. Therefore, language training must be carried out in accordance with the principle that it is open to all students.

1. There is only one way out of all Chinese teaching, which should not only reduce class time and reduce students' excessive homework burden, but also improve the quality of teaching. To reform language teaching, it is necessary to strengthen language training. For a long period of time in the past, Chinese classes only stayed at the level of comprehension, focusing on the understanding of ideological content, which was manifested in following the storyline of the text and asking questions all the way, and the question was asked, and the class was finished.

Although there is the teaching of language and writing, such as interpreting words and sentences, it is in a subordinate position in the whole teaching process. The link of how to use language and writing to express ideas only teaches students some abstract concepts, which is pale and weak. It is a major mistake of Chinese teaching to only pay attention to the ideological and humanistic nature of the texts and ignore the most essential feature of instrumentality.

The core task of language teaching is language teaching, organizing and guiding students to learn language, improving the ability to understand and use the Chinese language is the starting point and end point of language teaching, and the focus of teaching should fall on language as the carrier of ideological content. Deviating from this center of gravity, strengthening language training will become an empty phrase. So how to implement language training?

I think it would be useful to proceed from the following aspects. 1. Reduce the time for explaining and excavating the content and central ideas of the textMany Chinese teachers turn reading teaching classes into reading classes, arranging the teaching process with the understanding of the content of the texts as the main line, and "improperly emphasizing the content of the reading, and putting the laws of the language itself in a secondary position."

Reading teaching is an important part of Chinese teaching in primary and secondary schools, and it is also the basic link of Chinese teaching in primary and secondary schools, an important foundation for forming students' language ability, and an important way to train students' expression ability. In the teaching of reading, we should not only focus on the content of the text, but also train the language and writing. 1. Train students to chew the words of the ancients":

Read the book a hundred times, and you will see its meaning. "If you want to understand the content of the article and grasp the purpose of its writing, you must read it a lot. In the face of a new text, it is first necessary to combine the content to let students feel the charm of language and writing, and feel the beauty of the text language as a whole.

Fan reading, music reading, poetry recitation, and storytelling are all methods that teachers often use. Arouse students' interest first, and then let them read freely, by name, or together, which is the overall feeling of the text. When teaching a specific part, it is also necessary to start with the overall feeling.

However, at this time, the requirements are higher, and students generally read silently, by name, by teacher, or by reading aloud with feelings. In addition to arranging a large number of various forms of reading, it is also necessary to pay attention to providing specific and effective reading guidance to students to deepen their feelings. For example, when teaching "The Little Match Girl", students should be instructed to grasp a few key words, such as "bareheaded", "barefoot", "a penny", "a match", and reread these words that can highlight the poor situation of the little girl, and imagine the little girl as they read.