First, follow the stylistic characteristics of teaching, so as to have both words and meanings.
Different styles of texts have different forms of expression. Teaching according to the stylistic characteristics is not only helpful for students to understand the content of the text, but also convenient for students to master the expressive forms of the text, which undoubtedly helps to cultivate students' ability to use the language.
"Learning and Asking" is an argumentative essay in the first volume of Chinese Grade Six published by Jiangsu Education Publishing House. The basic structure of argumentative writing is to put forward opinions first, then give examples, and finally make a summary. When teaching the text "Learning", I throw out learning objectives and guide students to learn on the basis of letting students know the stylistic characteristics: What is the viewpoint of the text? What are some examples? How do examples illustrate this point? After that, let the students imitate the expression of the text and write a few paragraphs on the topic "It takes effort to write Chinese characters well". Students are very devoted to their studies. They not only understand the content of the text thoroughly, but also master the basic expression of reasoning and learn how to transfer and use it.
"Elk" is an expository article in the first volume of sixth grade Chinese published by Jiangsu Education Publishing House. The stylistic feature of expository writing is to introduce things from different aspects. The text "Elk" introduces the elk from three aspects: appearance characteristics, living habits and legendary experiences. When teaching the text "Elk", I combined the training of reading and speaking, which trained the students' language expression ability well. At the beginning of the class, let the students know from what aspects the text introduces elk. Then ask the students to draw sentences about their appearance characteristics and living habits and read them out. On the basis of students' familiarity, let the students introduce the elk. In order to stimulate students' interest in speaking, I created such a situation: "Students, now you are tour guides, and you are leading tourists to visit the Elk Farm, but there are not only elk but also reindeer here. Please tell the tourists in detail so that they can not only recognize the elk at a glance, but also be familiar with their living habits. " In this way, through oral training, the written language is transformed into students' oral language, which not only deepens students' understanding of the text content, but also develops students' language ability.
Second, grasp the context and read repeatedly, so as to have both words and meanings.
To cultivate students' language ability, the most important thing is to let students know what to write and how to write the text through learning the text. The relationship between "what to write" and "how to write" is the relationship between content and form, which are interdependent and serve the purpose of article expression. And "context" tends to unify the two. Therefore, whether it is the teaching of chapters or the teaching of key paragraphs, it is very important to pay attention to combing and analyzing the context.
Sunset in Sanya is an article describing the scenery in the second volume of Chinese in the sixth grade published by Soviet Education Press. In the opening paragraph, I threw out a sentence: "The setting sun is wonderful, not inferior to the sunrise at all." What is the scene of sunset? The fourth paragraph of the text is described in detail. How can students not only clearly understand the setting process of the sunset, but also feel its beauty, and also understand what language the author uses to describe that wonderful scene? When teaching the fourth paragraph of Sunset in Sanya, my specific teaching steps are as follows: first, let the students read the text silently and draw words describing the sunset action, and then guide the students to summarize the four processes and imagine them into four pictures (hanging picture, sinking picture, jumping picture and entering the water picture). Step 2: Ask students to describe the process of sunset orally, complete students' cognition of sunset process, and train students' oral expression ability. Step 3, let the students read the text again, find out the specific sentences describing the four pictures, and read them again and again until they can recite them. It is intended to guide students to feel the beauty of sunset and language. Step four, let the students talk about which sentence they like best and why. It is intended to guide students to rationally examine the ingenuity of words and sentences in the article and experience the expression effect of key words and sentences. In this way, from language to content, from content to language, through reading, speaking, thinking and commenting, the process of language learning is well completed.
Third, the combination of reading and writing to achieve skills transfer
Composition teaching has always been a difficult point in Chinese teaching. Because, compared with reading teaching, the time invested in composition teaching is relatively less, and the teaching strategies are relatively lacking. In this case, the combination of reading and writing, promoting writing by reading and pointing to writing teaching are undoubtedly effective ways to improve students' writing level and composition teaching. Because this kind of teaching not only provides time guarantee for guiding writing, but also follows the practice and training law of "writing acquisition-transfer and application".
The key to the implementation of reading and writing is to be good at choosing language training points. I chose the first paragraph as a language training point when I was teaching Chain of Love. The reason why this paragraph is chosen as the training point is that the environmental description of this paragraph plays a great role in expressing the mood, image and quality of the characters.
How to combine reading and writing with language training points? I ask students to read the text repeatedly to understand the characteristics of environmental description: to describe with expressive scenery. This has played a role in setting off the emotions and images of the characters.
When the students read the last paragraph, combined with the understanding of the sentence "Everything will be fine", I created such a practical situation of reading and writing: "It was still a snowy evening, and I was still driving that old car on that country road, but now Joy's mood has changed, his mood is no longer bleak, and he has become happy. In the same environment, Joy's mood has changed. What else can she write? Please write and write. "
The original text of this paragraph is: "On a country road, Joy is bumping slowly in that old car. It's already dusk, and with the cold wind, snowflakes are falling. Snowflakes flying all over the sky got into the old car and he couldn't help shivering. There are few cars on this road, let alone people. Joy's factory closed not long ago, and he was very sad. "
Some students wrote such a clip: it was still that evening, the cold wind was still blowing and the snowflakes were still flying, but in Joy's eyes, everything was so beautiful. Snowflakes jumped before his eyes like elves, and some even flew into the car, landed on his face and kissed his cheek, as if whispering, "Good luck, joy, you will find a job soon ..."
Judging from the effect of writing, this kind of teaching is fruitful. Because, as can be seen from students' compositions, students not only have mastered the essence that "all scenery and words are sentimental", but more importantly, their language application ability has been well cultivated.
Reading for writing, combining reading with writing, is not only a change in teaching form and teaching emphasis, but also a change in teaching ideas, so teaching is more conducive to cultivating students' language ability. In fact, for reading teaching, the process of using methods to understand content is bound to be accompanied by the understanding of writing methods, because the ideological content and expression form of the text are interdependent, just like the two sides of a coin, which is why "words and meanings" can have both.