What are the writing skills of Chinese teaching plans in primary schools in Jiangxi Province?

Chinese textbooks for primary schools, based on Chinese Curriculum Standards, grasp the basic characteristics of the unity of instrumentality and humanity of Chinese curriculum, follow the laws of Chinese education, and guide students to improve their comprehensive Chinese literacy, develop their individuality and form a sound personality in the process of Chinese practice. Below, I would like to take the textbooks published by People's Education Press, which we use more at present, as an example to talk about some immature views on the interpretation and handling of textbooks in preparing lessons and communicate with teachers.

First, the outstanding characteristics of teaching materials arrangement

Textbooks reflect the comprehensiveness of Chinese subject in many ways, so that children who enter school can receive comprehensive Chinese enlightenment education, which not only lays a good foundation in Chinese Pinyin, literacy, writing, reading, oral communication, but also lays a good foundation in interests, abilities, habits and so on. Every part of the textbook embodies the arrangement intention of active learning and playing middle school. For example, learn pinyin and understand Chinese characters in an environment that children love to see and hear. Consolidate knowledge, enlighten the mind and cultivate practical ability in games such as connection, painting, spelling and posing. In after-class exercises and China Gardens, a lot of forms such as "I can read", "I can write", "I can speak", "I can draw" and "I can connect" are used to stimulate interest and cultivate self-confidence.

Second, the knowledge structure and breakthrough methods of key and difficult points

It should be said that the knowledge structure of every primary school Chinese textbook is the same, which generally includes five major contents: reading and writing, reading, exercises, oral communication and comprehensive learning. It's just that the requirements and implementation of knowledge points are different in different learning periods. With the growth of grade, the requirements for mastering knowledge points are: step by step and gradually improve.

1. Teach Chinese Pinyin-Help Speak Mandarin. The teaching time of Hanyu Pinyin is generally about 6 weeks. After learning "Chinese Pinyin", you can test students' learning situation. The main content can include three parts: spelling syllables, recognizing words and reading aloud. Try not to use force.

2. Literacy-Interest is the best teacher. In the arrangement of literacy, the textbook adopts various methods such as classifying literacy according to the characteristics of Chinese characters and dispersing literacy with the text, which embodies the principle of separating literacy from writing, recognizing more and writing less. For example, we can reproduce various forms of new words in a gradual way, and use social classrooms to disperse literacy.

3. Reading teaching-that is, teaching students to read. The lower grades emphasize reading aloud and learning language sense, while the middle grades emphasize perception and accumulated learning; Senior three should emphasize understanding and learn to use it. The point is to emphasize, not ignore.

Repeat in the lower grades to learn the sense of language. In the process of reading aloud, various language combinations and expressions provide students with a mode of constructing oral expression. With this model as a crutch, students will gradually reach the realm of creative expression from imitation expression to independent expression. Lively performance reading. In class, teachers should seize the opportunity in time and induce them to enter the role. In this way, not only can they enter the role, perform the content of the text, deepen their understanding of the text, but also enlighten their thinking and improve their performance ability and oral expression ability.

4. Oral communication-make the classroom full of vitality. The first Chinese experimental teaching material is novel in content and rich in theme and genre, which is very beneficial to children's language development. How to make good use of new Chinese textbooks and rich Chinese teaching resources in life to cultivate and develop students' oral communication ability? I have made some explorations in this respect and achieved remarkable results.

Stimulate students' interest in speaking with rich teaching forms. Let students say what they are interested in, which is also a good way to stimulate students' interest in speaking. I remember that when I led my students to visit the "Red Coral Ecological Base", I was very excited to see small pumpkins with yellow tops and green bottoms, snake-shaped loofah and delicate and lovely gourds. At this time, I randomly guide students to observe their colors, shapes and sizes, guide them to talk while watching, and let them tell their parents about the plants that they are most interested in and impressed. The students are very happy. After I got to school, I organized a speech contest "Tell me about my favorite plants" to see who said it most accurately and vividly. What the students say, what I say, everyone speaks, scrambling, and the more they talk, the more they want to talk.

Exquisite illustrations using words. Instruct students to specify. For example, when teaching "interesting games", I first ask students to recall which games they have played, and then focus on guiding students to look at the illustrations, carefully observe the movements and expressions of each child when playing games, and think about what they might say in combination with their own situations and feelings when playing these games. You can imagine yourself as a friend of yours, and then each student tells one of the games to others in the group, and the students in the group complement each other's stories. Finally, the group selected representatives to tell the class the most interesting games. Teachers guide students to speak accurately, concretely and completely according to their speaking conditions. Through this kind of training, students can say a paragraph with specific content and complete plot.

In fact, literacy, reading and oral communication in Chinese learning are integrated and complementary, and each link seems to be independent and interrelated. Only by taking every step well can students truly feel the joy of learning.