What should I do if some words are difficult to explain in primary school Chinese teaching?

Hello, I guess you are also a primary school Chinese teacher like me, I would be happy to talk about my thoughts, I hope it will be helpful to you. In teaching, we often encounter some words that are difficult to explain clearly, which is very common, for example, in the tenth lesson of Book 10 of the Primary School Chinese Teaching Edition, there is a "move freely", and students are asked to explain "such as" in the classroom exercise. In fact, it is easy for us to know that the meaning of this word is "to think of **, to **", as for "such as", it is really difficult to interpret accurately.

Looking up the dictionary has seven interpretations, which are also very tangled and uncertain, and I think I can combine my own understanding to define the meaning of "go, to", because I don't think there is a need to be too entangled in a small word in the teaching language; What we need to do as language teachers is to implement in our teaching so that students can learn to understand words in context, even if they can't express the exact meaning in words, they can understand it, or they can use their own understanding to say sporadic explanations. This is more important than mechanically asking them to give words a hard standard of interpretation.

As a teacher, if you encounter very important words that must be understood by students in teaching, you should still use such a method to guide them, and you definitely don't need to give rigid standard explanations in class. This is helpful for developing students' confidence and ability to read.

Be methodical! Good at inducing!

The difficulties in teaching Chinese in primary schools are as follows:

1) It is necessary to carefully interpret the teaching materials and choose appropriate teaching methods.

By interpreting the textbooks and comparing them with the requirements of the Chinese Curriculum Standards, teachers will be able to know what is being taught in each lesson. In Chinese teaching, if teachers want to effectively break through the difficulties, they must adopt a variety of teaching methods, such as language narration, wall chart display, hands-on operation, board book analysis, and combination of lectures and exercises. Teachers should choose the most appropriate and effective teaching methods according to different knowledge points and the characteristics of students in different grades.

2) Introduce more and more into the classroom and use information technology flexibly.

In today's rapid development of the information age, the introduction of information technology into the classroom and the organic integration of Chinese teaching can make the routine classroom teaching lively and lively. In the past, teachers' verbal explanations, dancing gestures, and mechanical presentation of wall charts were immediately dwarfed in the face of information technology. The skillful use of information technology can make abstract knowledge become visual and intuitive, and has irreplaceable advantages in highlighting key points and breaking through difficulties.

Elementary school students are young, have limited knowledge, little life experience, and lack of experience, and often cannot understand the content described in the text. In particular, some students living in cities do not have enough understanding of many things, and they do not have relevant experiences in their minds. If in teaching, teachers can skillfully use information technology, change abstract words into intuitive images or animations, in simple terms, and change difficult points into interesting points, they can change the classroom teaching mode, give full play to the main role of students, optimize classroom teaching, and help cultivate students' thinking ability, imagination ability, cognitive ability and innovation ability.

Connecting with life experience, deepening understanding and perception, can effectively break through the major difficulties in teaching.

Modern cognitive theory holds that new knowledge is built on the original cognitive structure. Therefore, in the teaching of reading, teachers should actively inspire and guide students to find and reproduce the actual life situations that are similar or relative to the teaching content, connect with students' original life experience, and let students enrich and deepen their emotional experience through transfer or comparison.

For example, in the first book of the fifth grade, ""Wonderful" and "Terrible", Buddy wrote a poem when he was seven years old, his mother commented that "I" wrote a wonderful poem, and his father commented that "I" wrote a terrible poem. In the teaching process, I first ask students to recall the aspects of their parents' love for them, and then ask them to think about why their father and mother have different views on Buddy's poems. When Buddy grows up, how he sees the love of his parents; How students perceive Buddy's parents' love for him, etc. In teaching, I guide students to start from their own life experience, understand that the father's serious criticism and the mother's appreciation and praise in the text are both derived from the love for the child, but the way of expression is different, without the father's warning and the mother's encouragement, Buddy may not become a writer, and at the same time, the students really understand the various kinds of care that their parents give to themselves in daily life, and deepen the students' emotional experience of the text and life.

One of the phenomena: disorderly analysis, fragmented and scattered thinking.

The new curriculum standards advocate a "self-directed, cooperative, and first-class" learning style, but many teachers do not understand its spiritual essence, so that they have embarked on the wrong path in practice. In classroom teaching, such a buzzword is often on the lips of Chinese teachers: when reading the text for the first time, "ask the students to read the text in their favorite way of reading and draw their favorite sentences."

In the so-called study of the text, "students are invited to study the text in their preferred way of studying." "When solving a problem," ask the students to discuss in groups of four. ”…After these buzzwords, the class often raises their hands, but students often only care about reading for themselves, only about saying what they want to say, as for which sentence others read, as for how others understand the same question, it becomes "hanging high" because "it is not their business".

In addition, students do not have an overall perception of the content of the text, so they rush into the inner meaning of the text, and the students' understanding is destined to be incomplete. On the other hand, students are in their own positions, you read the sentence you like, he reads the sentence he likes, you talk about the understanding of this sentence, he talks about the understanding of that sentence, the article is fragmented, and the students' thinking is in a state of disorder, which seriously destroys the overall beauty of the text, and in the long run, it is not conducive to cultivating the orderliness, hierarchy and rigor of students' thinking.

Phenomenon 2: Floating on the surface, understanding is superficial.

Answer: Meng Chun, Zhong Hold Selling Spring, Ji Chun.

Analysis: Sanchunhui: It refers to the grace of a loving mother before the age of the skin. Sanchun: The three months of spring. It used to be called Mengchun in the first month of the lunar calendar, mid-spring in February, and Jichun in March.

See it in detail.