According to the principle of taking students as the main body, we can divide the learning process into five stages. \x0d\The first stage is the preview stage before class. \x0d\1. Read the text for the first time, underline new words, and solve word problems. \x0d\For new words, pay attention to learning from the aspects of sound, shape and meaning. \x0d\1. Sound \x0d\ To write the capital letters of the phonetic sequence, find out about three homophones or near-phonemes, and make comparative word combinations. The formed words can be copied directly after reading the dictionary or the example words in the dictionary. \x0d\2. Shape \x0d\ You need to write the radical and remaining strokes of the character, and you need to know the stroke order of the character. At this time, you can use a dictionary to write out the similar words that students think are easy to confuse, and refer to the reference book to form words. \x0d\3. Meaning\x0d\The meaning of the word in the text should be copied down and be able to explain it orally. And use the words or texts containing the word in the article to copy an example sentence or imitate a sentence or combine it to create a sentence. Commonly used tools here should be: "Xinhua Dictionary", "Modern Chinese Dictionary" and "Idiom and Allusion Dictionary". \x0d\ 2. Read the text again, combine the historical background, character experience, and common knowledge of literary genres to understand the text and read a large amount of relevant information. \x0d\1. Read the text roughly to understand the general ideological content of the article. \x0d\2. Search for the author and understand the author's life experience, especially the state of mind when writing the article and the relationship between the thoughts and feelings expressed or included in the article. You can search for Chinese and foreign literature tutorials, or the "Concise Literary Dictionary". \x0d\3. According to the author, understand the historical and social conditions of the author's life, and think about the relationship between the social environment and the author's thoughts and the thoughts and feelings in the article. Please refer to Chinese and foreign literature tutorials. \x0d\4. Read the text again to become familiar with the relationship between the historical author’s articles. You can refer to relevant literary reviews to analyze the article and learn the expression method of the article. To accumulate relevant accomplishments. \x0d\For example: when we teach the article "Borrowing Arrows from a Straw Boat", we can take the following steps:\x0d\1. Read the text roughly, you can understand: The text is about the victory of Zhuge Liang during the Three Kingdoms period with his vast knowledge and clever calculations. It tells the story of Zhou Yu's plot to kill Zhuge Liang by making it difficult to make an arrow, and expresses his praise and respect for Zhuge Liang and his ridicule for Zhou Yu. \x0d\2. Find the author. After investigation, this article was adapted from the original work "The Romance of the Three Kingdoms" by Luo Guanzhong, a historian. It was his wish to write this book. This book expresses his own historical views. \x0d\3. Combined with historical background. At the end of the Yuan Dynasty and the beginning of the Ming Dynasty, social disputes were not settled. "The Romance of the Three Kingdoms" also describes the fighting spirit and courage of various countries in the war. \x0d\4. Read the text again, and students will consciously or unconsciously integrate the information outside the textbook and combine it with the text to consider and absorb it as a whole. \x0d\5. Read relevant papers and articles to learn how to write. Students can find that this article uses language description, environmental description and other methods; the structure is advanced in chronological order, and the finishing touch is used at the end. \x0d\The second stage is the communication and presentation stage in the classroom. \x0d\This is the stage where students express the information they have learned in advance. It is a stage where they are releasing and hoping for sparks to come out of the collision. The learning at this stage is completed in two steps: \x0d\ 1. Information exchange activities in groups. \x0d\This will take up most of the second phase of learning. The principle of forming a group is based on voluntary combination. It should be a group of four people with a division of labor, namely organizing, summarizing, taking doubts, and speaking. \x0d\ 2. Whole-class information exchange activities organized by teachers. \x0d\As an organizer, teachers play the role of guiding the outline, guiding and resolving doubts in the communication and organization of this learning content. \x0d\The third stage is to determine the research problem. \x0d\To study a problem, you must first have a question. In the second stage, a large amount of information is released, and there will inevitably be collisions, which provides the minimum objective conditions for students to think about problems. Depending on the individual differences of students, the content they are interested in and the questions they think about will also vary.

With the "problem", students can independently determine what problem they want to study, and then formulate a feasible plan for research and then implement it. \x0d\The fourth stage is in-depth research. \x0d\They can do research independently, or they can voluntarily work in groups to do research. But no matter which one, the teacher should give guidance on the research plan. Students who decide to study independently. Pay attention to carefully review the information based on the topic being studied to ensure that the implementation steps are clear and effective. Students who collaborate on research should not only implement reasonable steps, but also pay attention to the strict division of labor. Of course, students can also ask for parents' assistance in this process. In addition to the reference books and reference books provided above, they can also use resources on the Internet or go to the library to search for information. \x0d\The fifth stage is the stage of seeking feedback. \x0d\Students can bring their own research reports and even the materials used in the research process to communicate with classmates in class or submit them to the teacher for evaluation of the research. In communicating with classmates, the evaluation received may be positive or positive, or there may be major differences. However, in any case, students should record the evaluation results and obtain the evaluation basis from the evaluator, and then conduct rational verification and use Use your own mind to make rational judgments about the information again. This is the scientific approach. Teachers, in addition to carefully reviewing students' research "results", are more important to give students full affirmation. Whether it is the concluding report of the research or the classroom exhibition stand set up, the first priority must be to protect the students' enthusiasm and teach students a serious research spirit.