How to tutor 2nd grade Chinese, how to teach 2nd grade Chinese

The main thing is to see what problems the child has, and then solve the symptoms, which is more efficient.

Learn to be tolerant, start with a simple teaching, and don't talk too complicated.

The teaching method of Year 2 Chinese is as follows:1. Reform classroom teaching with a new teaching concept.

With the implementation of the curriculum reform, I have repeatedly studied the relevant teaching theories, deeply understood the spirit of the new curriculum standards, seriously reflected on my own teaching practice, studied students, and gradually established the teaching idea of the purpose of students' lifelong development, established a new teaching concept led by teachers and students, and actively explored and rejuvenated the vitality of Chinese classrooms in teaching practice.

2. Use vivid and flexible teaching methods to experience the joy of learning and rejuvenate the vitality of the classroom.

Accurately grasp the psychological characteristics and thinking characteristics of second-year students, and actively explore classroom teaching methods that are conducive to stimulating interest, activating thinking, and motivating. For example, when dealing with the key items of each unit, we always adopt the teaching mode of "perception, cooperation**, reflection and questioning, expansion and extension", and carefully design questions according to different content to organize classroom teaching.

3. Make use of first-class resources to create a beautiful classroom.

The rapid development of modern science and technology requires a fresh and energetic Chinese classroom not only to change the teaching mode and open students' thinking, but also to guide students to learn to learn, master rich Chinese knowledge and obtain the golden key to open the door of knowledge.

The method of teaching Chinese in Year 2 is as follows:

1. With a new teaching concept, reform classroom teaching With the implementation of curriculum reform, I have repeatedly studied relevant teaching theories, deeply understood the spirit of the new curriculum standards, seriously reflected on my own teaching practice, studied students, and gradually established a teaching idea for the purpose of students' lifelong development, and established a new teaching concept led by teachers and students.

2. With vivid and flexible teaching methods, the joy of learning is rejuvenated by the vitality of the classroom, and the new curriculum standard requires us to establish a teaching mode based on autonomy, cooperation and excellence, activate students' curiosity and desire, cultivate students' ability to actively think, question, seek and be good at capturing new information, and set the cultivation of this ability as the ultimate goal of classroom teaching.

3. Make use of first-class resources to create a beautiful classroom. The rapid development of modern science and technology requires a fresh and energetic Chinese classroom not only to change the teaching mode and open students' thinking, but also to guide students to learn to learn, master rich Chinese knowledge and obtain the golden key to open the door of knowledge. This is the basic requirement of the new curriculum standards for Chinese courses, and it is also a concentrated embodiment of the instrumental and humanistic characteristics of Chinese subjects.

4. Stimulate interest and make students willing to learn. Interest is the internal motivation to mobilize students' positive thinking and explore knowledge, and with hobbies, learning is no longer a burden, but a kind of fun.

For primary school students in the second grade, it is an important stage of literacy and writing. This is obvious, when writing words on the board, ignoring that you are not writing strictly according to the requirements. In the future, I will teach my students the most basic steps to write well.

Due to the lack of experience, and at the same time, the class is not fully prepared before the class, so the method of teaching students is single and too rigid. Teaching is not limited to one method, but should be combined with multiple methods so that students enjoy the subject, so that students will take the initiative to learn on their own. One minute on stage, ten years off stage.

In the same way, the same is true for teaching, a good lesson also needs to be well prepared, before the class you have to think about what the students want to learn in the lesson, to teach for this purpose, to arrange the time and order of the lesson reasonably, how to make the students learn what is taught. Of course, there are many unexpected things happening in the classroom, which requires the teacher to be improvised, not necessarily according to the predetermined ideas, but to adjust in time, at the same time, the second grade students are also seven or eight years old, it is inevitable that there will be desertion, so the teacher should also pay attention to whether the students listen carefully to the class at any time. In short, this semester has been a teaching gain and a loss.

I have gained a lot and encountered a lot of problems, and I would like to reflect as follows: As a primary school Chinese teacher, I need to strengthen the communication between teachers. Organize more seminars, on-site lectures, class evaluations and other activities, which make this model concept truly embodied in classroom teaching, rooted in classroom teaching, and acting on every student.

As the saying goes: "Three stinkers are on top of Zhuge Liang" The fire of everyone's thinking in the exchange dialogue. Flowers collide, ideas are opened, ideas lead to a way out, and the way out determines the future of curriculum reform education.

First, the basics.

The basic knowledge of Chinese mainly examines the knowledge of Chinese textbooks, which requires students to review this period of time, and must closely follow the textbooks, firmly grasp the knowledge points in the textbooks, and leave no dead ends.

1. Literacy and writing are the focus of second-grade Chinese learning, and we should pay attention to it when reviewing, because it involves all aspects. There are literacy tables and writing lists in the language books, and the words in the literacy list must be recognized, and the pronunciation of the characters must be read accurately. Giving the phonetic pronunciation of Chinese characters is sometimes the phonetic pronunciation of words, and sometimes it is the phonetic pronunciation of the Chinese characters specified in a passage.

The words in the writing table must be able to write, and the question of reading pinyin to write words is to test the student's writing ability.

2. Words to be mastered mainly include synonyms, antonyms, measure words, idioms, overlapping words, related words and word collocations. As long as it is a synonym or antonym that appears in the text or in the language garden, you must be familiar with it; Measure words are those, relatively simple.

3. Look up the dictionary.

Dictionary search is mainly phonetic sequence word search and radical word search. Sometimes it appears in the form of **, and sometimes it appears in the form of filling in the blanks. No matter what form it takes, as long as you can master the method of looking up the dictionary, everything will be the same.

4. Connection. There are various forms of connection questions, so you should be optimistic about the requirements, look at the examples, and answer them according to the requirements. For example, pinyin connects Chinese characters, near and antonym connections, word collocation connections, verse connections, connections according to the content of the text, or conjunctions into sentences, etc.

5. Fill in the blanks with word choice.

Word choice and fill-in-the-blank questions are common exam questions that must be mastered. Be sure to read the sentence before choosing the word, then choose the word and the sentence together, read it silently in your mind to see if it is suitable or not, if the collocation is very appropriate, it will read very smoothly. Sometimes you will also be asked to fill in related words, so you should also practice filling in the blanks related words.

6. Sentences. This kind of question is also a variety of question types, when doing it, you should look at the requirements, look at the example questions, and remember to add punctuation after the sentence is written. In terms of sentences, it is necessary to master figurative sentences, anthropomorphic sentences, exclamation sentences, interrogative sentences, sentence sentences, sentence sentences, related sentences, etc. You have to be able to write several sentences and recognize them correctly.

Generally speaking, the teacher's preparation of lessons has always been very detailed, not to mention the interlocking content, even if the students may have questions, possible answers, the teaching time used are reflected in the lesson plan, if the lesson plan "teach", it should be a more perfect lesson. However, "teaching is for not teaching", "teaching" is for "learning", and the purpose is for the development of students, if a class only has the behavior of "teaching" and no "learning", then the "learning" of students is not the real "learning", and the "development" of students cannot talk about the real "development". Therefore, I insist on both "teaching" design and "learning" design in teaching design, "teaching" behavior, and "learning" behavior.

For example, in the teaching of "The Unchosen Road", the teaching content of the original lesson turned out to take 20 minutes longer, because the "learning" link was brilliant. This lesson was originally designed with three sections: "Reading", "Speaking" and "Writing", which are interdependent, intersecting, alternating and intertwined, and the content is fine and rigorous. During the "reading" period, the students expressed their opinions, such as the repeated scrutiny of stress, rhythm and pauses, and the "speaking" middle school students argued about emotional experience, and gradually formed two opposing tendencies, with each side insisting on its own words.

Under such circumstances, it was no longer possible to complete the "writing", so I decided to change the plan and guide the students to hold a small debate competition, and the atmosphere was very enthusiastic. Although the original time is exceeded, and the "writing" link has not yet been completed, it fully guarantees the students' learning time and space, and there is indeed something to gain, why not?