Types of lead-in methods in Chinese teaching in primary schools

Psychologist Bruner said: "The best stimulus for learning is interest in the materials you have learned." When it comes to telling stories and listening to stories, there is not a child who is not interested. Below I have sorted out the types of introduction methods in Chinese teaching in primary schools, hoping to help you!

1 Types of import methods in Chinese teaching in primary schools

First, the situational introduction method

There are many ways to create situations. In teaching, cleverly setting up organs can arouse suspense, create conflicts, arouse doubts, induce thinking, enlighten wisdom, make students in an excited state, which is conducive to the smooth progress of teaching and achieve ideal teaching results. If the created situation is effectively used, the atmosphere is rendered, and students feel immersive, classroom teaching will naturally have a good effect.

For example, the poem "Wo He" is about the hardships of farmers, with the aim of letting students know that food is hard to come by and should be cherished. When importing the text, you can show the multimedia view courseware "Old Farmers Cut Crops" for students to observe carefully. The teacher has an emotional narration: "At noon, the sun is scorching the earth. Under the scorching sun, a farmer's grandfather was hoeing the ground with a hoe, his clothes were soaked with sweat, and the sweat on his head fell straight like a broken bead. He couldn't bear to have a rest, wipe his sweat and continue to hoe the ground. Students, is this farmer's grandfather hard? Is food easy to get? Today we are going to learn the poem "weeding".

Second, create an atmosphere to stimulate the introduction method

Sue Chomsky said, "All mental work depends on interest." Only when students are interested in learning will they take the initiative to learn and regard learning as a kind of enjoyment. Combining the content and characteristics of the text taught, introducing riddles or nursery rhymes into the new class can not only enliven the classroom atmosphere, broaden students' horizons, develop their imagination, but also entertain and educate. For example, when teaching the sun, the teacher first creates a competitive atmosphere, so that students can guess a riddle related to the sun: not eating is more important than eating, and not wearing is more important than wearing; Eyes can see, hands can't touch. Actually, it's very big. It looks very small. Without it, there would be no world. With it, everything will laugh. It is a natural transition to introduce riddles into text learning, and students are very interested in it. They all think positively and want to be the first to get the answer. In the process of trying to solve the mystery, subconsciously mobilize the enthusiasm of learning.

Third, the challenge method

The ancients said, "Learning begins with thinking, and thinking originates from doubt." "Doubt" is the kindling that ignites students' thinking and exploration. If teachers set up suspense and questions before class, and pay attention to intonation, language potential and pronunciation, they can firmly grasp students' curiosity, which will undoubtedly lay a good foundation for later study. Clever leads, if they contain rich question situations, can often attract students' attention and put them in an anxious state that they want to answer but cannot express. For example, when teaching "Three Little Partners", I introduced it like this: "Do children know what tools are needed to plant trees? The teacher saw three friends planting trees, but they were lifting trees, but they didn't have any tools in their hands, but they planted trees anyway. Do you want to know how they plant trees? Please open the text-three little friends. " This clue attracts students' attention, and students' eagerness to find problems drives them to study the text carefully.

Fourth, the story induction method

This means that teachers use the characteristics of students' love to tell stories to describe a life case or story (such as allusions, anecdotes, fables, jokes, etc.) related to the content of the text. ) to stimulate students' imagination and thinking activities, so that students are interested in learning new lessons. Generally speaking, almost all students like listening to stories, especially when they understand the stories told by the teacher. For example, in the class of "Proud Peacock", the teacher first told the story that the green peacock helped the people of Olive Dam get rich. Let the students talk. What kind of peacock is the peacock in the story? Then I quickly changed the topic: "Do you know that the peacock we are going to know in today's new lesson is not like this? It is a-""Proud peacock!" "The students blurted out, and then entered a new lesson.

Five, the conversation introduction method

When teaching "Landscape of Guilin", I first described: "Our motherland is a beautiful big garden, with undulating mountains, great rivers and Wan Li, endless fertile fields and dotted islands and lakes ... Especially in the southwest of our great motherland, there is a place famous for its beautiful scenery, that is Guilin, where the scenery is the best in the world. The text we learned today will take us to the world-famous Guilin and enjoy the beautiful scenery of Guilin. " In this way, students are eager to know the scenery of Guilin and increase their interest in learning the text.

2 Introduction methods of Chinese teaching in primary schools

First, the introduction of old and new knowledge.

It is an effective method to learn new knowledge with old knowledge, and then find out the universal knowledge law through comparison, experience and exploration. For example, I quote "Carving a Boat for a Sword" as follows: "Students, we learned the idiom" Looking at the sky from the well "last semester. Students must have read many idiom stories since one semester. Who can tell me which idiom stories you have read? " Introduction of old knowledge: Students tell the names of idiom stories, or ask a student to tell an idiom story. Storytelling: The students spoke very well just now. Let's have an idiom story meeting sometime, shall we? Health: OK. "Every idiom is a story, and every idiom tells people a truth. Today, we will learn another idiom story "Carving a boat for a sword" (the title of blackboard writing). "Look at what kind of story is told in" Carving a Boat for a Sword "and tell us what truth".

Second, the story introduction method

Psychologist Bruner said: "The best stimulus for learning is interest in the materials you have learned." When it comes to telling stories and listening to stories, there is not a child who is not interested. Before the lecture, the teacher spent a short time telling a fascinating story in vivid language, which was kind and natural. The class must be quiet, and the students' attention is all concentrated at once, which brings the psychological distance between teachers and students closer.

For example, when teaching the course "Guilin Landscape", according to the age characteristics of the students and their psychological state at that time, I introduced it like this: "Students, last summer vacation, the teacher was lucky enough to visit Guilin, Guangxi. Beautiful mountains and beautiful water are really masterpieces of nature, which makes people feel relaxed and happy. Almost all the rocks, rivers, bridges and trees there have touching fairy tales. For example, father and son rock, it is said that there were fathers and sons in ancient times, surnamed Long, and their shipbuilding skills were very high. The ship is not only loaded with a lot of food, but also runs very fast. Unexpectedly, a member surnamed Wan took a fancy to them and forced their father and son to build a big ship overnight. Prepare to search for the grain and rice of the people, so as to give it to the emperor to buy an official.

Food and rice were looted by them. No famine, starve the people? The dragon family and his son quit and hid in the cave here. Because there was no food, they finally starved to death, hence the name Father and Son Rock. Besides, among the beautiful landscapes in Guilin, there are Elephant Trunk Mountain, Jidu Mountain, Mo Mi Shan and Wang Mishi ... Students, are you interested in enjoying them? Do you like listening to that magical story? Now the teacher will learn the lesson Guilin Landscape with everyone. "

Third, suspense introduction.

Learn from the storyteller's wonderful skill of "listening to the next decomposition", talk about the most wonderful time, deliberately avoid talking about it, attract the audience to "listen to the next decomposition", apply this skill to the introduction of new lessons, trigger by suspense, stimulate students' curiosity, and make students have a strong desire and an idea to find out. In terms of skills, it must be thought-provoking, memorable and fascinating. For example, when I was talking about the article "Arrow of Borrowing Grass Boat", I hit a storyteller at the beginning of the class and a storyteller came: "It is said that Cao Cao, Liu Bei and Sun Quan were all one of their own at the end of the Eastern Han Dynasty. At that time, Cao Cao had just defeated Liu Bei and wanted to attack Sun Quan.

At this time, Sun Quan and Liu Beiru were like ants on hot bricks, fearing that Cao Cao would eat himself at once, so the two families decided to unite against Cao Cao and strike first. Liu Bei sent his strategist Zhuge Liang to Sun Quan to assist in the battle. There is a general named Zhou Yu under Sun Quan. Jealous of Zhuge Liang's talent, he secretly planned to punish and hurt Zhuge Liang. In the name of discussing military affairs, Zhuge Liang was asked to build 100 thousand arrows in three days. In just three days, Zhou Yu set up another obstacle, which not only denied Zhuge Liang's materials for making arrows, but also made Zhuge Liang write a written military order. If he can't make a hundred thousand arrows in three days, he will be executed on the spot. If you want to know how Zhuge Liang made 100,000 arrows in three days and what his "brilliant idea" is, please read the text "Borrowing Arrows from Grass Boat" carefully. "

Fourth, the picture introduction method

This is a common method in lower grade teaching. With the help of illustrated wall charts in teaching materials, guide students to observe and imagine, consciously combine maps and texts, and happily contact words. For example, Honest Children can be imported through illustrations in the book: "How many people are drawn in the picture? What are they looking at? What the hell happened there? What was the result? Let's study the text together. " This lead-in method is intuitive and helps students to understand the content of the text.

Five, singing lead-in method

Beethoven said, "Music can inspire the human spirit." As a kind of expressive art, music can move with emotion and reflect the deepest life of the subject. Music is the art of artistic conception, which directly aims at artistic conception. So at the beginning of some classes, I always try to link the familiar or traditional songs with the theme or plot of the text, so that students can sing these songs and naturally introduce them into the new class. For example, when teaching the text "Jingyanggang", it happened that CCTV had just broadcast the TV series "Water Margin", and the students had a basic understanding of the plot, especially the theme song "Good Han Song", which could sing this theme song with intense jumping and expressing their hearts well. I pay close attention to the excitement of the students. After writing on the blackboard, I asked the students to sing the song boldly twice. The students are full of interest and want to know how this text describes their heroes in depth and detail.

3 Introduction methods of Chinese teaching in primary schools

First, import the pictures.

Pupils are young. Compared with static and boring words, beautiful and vivid pictures are more appealing and attractive, which can concentrate students' energy and thinking, make students have a strong interest in pictures, and thus realize the smooth transfer of students' thinking and interest points. In teaching, we should make full use of illustrations, teaching wall charts, stick figures or related pictures collected from the Internet, and put rich teaching information in vivid pictures to attract students' attention and stimulate their learning motivation.

For example, in the class of Grassland, because most students have never been to the grassland in person, they don't have much impression and understanding of the grassland, so naturally they can't understand the beauty of the grassland and Mongolian feelings described by the author. Before class, I collected pictures related to grassland from the internet and showed them to students in turn by using multimedia in class. The students were quickly attracted by the beautiful grassland scenery, as if they were in the magnificent and vast grassland, sucking the breath of the grassland. On this basis, I ask students to talk about their impressions and understanding of grassland. Then, I introduced: "Today, we will study Mr. Lao She's Grassland together, and walk into the Mongolian prairie with the author to see what the grassland in the author's pen looks like." This kind of introduction conforms to students' cognitive characteristics, can arouse students' initiative to participate in learning, and is more conducive to students' learning and mastering knowledge.

Second, the problem import

"Learning begins with thinking, and thinking begins with doubt." Doubt is the beginning of thinking, the driving force of learning and the key to innovation. Pupils have a strong curiosity and thirst for knowledge. They like to ask why and explore. By asking questions, students' cognitive conflicts can be triggered, students' curiosity can be stimulated, students can have a strong reading motivation and desire to explore the text, and students can devote themselves to new knowledge with high learning mood and full learning state. For example, in the class of "Plum Blossom Soul", I asked students to think: "What does the soul in the plum blossom soul mean?" A stone stirs up a thousand waves, and students enter an angry state of seeking knowledge. Driven by curiosity and thirst for knowledge, they have a strong motivation and behavior to explore, thus achieving twice the result with half the effort.

Third, music introduction.

Music is an art with strong artistic appeal. Pupils like dancing and singing, and each student can sing many songs. Introducing music into new courses undoubtedly plays a very important role in attracting students' attention and stimulating their interest in learning. Music conveys information and emotion to people in a special way. Through the change of melody, rhythm, tone and intonation, inanimate words can move and come alive, giving people a strong spiritual shock and artistic infection, giving people a beautiful enjoyment, bringing students into a specific situation, making them seem to be in the scene and spreading their wings of imagination and association. For example, when learning the text "Father and Son in the Earthquake", you can play songs expressing your parents' affection for students in the lead-in stage, such as "I really love you, Mom". In the melodious melody, we can bring students into a specific atmosphere to express their parents' affection, so that students can learn such articles with specific emotions, which will lay an emotional foundation for teaching and help students understand the parents' affection expressed in the article.

Fourth, video import.

Multimedia integrates graphics, text, audio and video, and can create a teaching situation with pictures and texts, complete audio and video, and dynamic and static combination for students. It has the characteristics of turning abstraction into image, static into dynamic and intangible into tangible. At the same time, it can break through the limitation of time and space, and visually present the teaching content that is difficult to be displayed by traditional teaching methods in front of students, which is more conducive to students' understanding. For example, in the "Destruction of Yuanmingyuan" class, I collected clips of film and television dramas from the Internet and played them to students in class, so that the history of humiliation can be truly presented to students, and students can be proud of the glory of Yuanmingyuan in the video, have a strong national consciousness about its destruction, and truly feel the humiliation that China once suffered. On this basis, students have a deeper understanding of the text, enhanced national self-esteem and a sense of responsibility to revitalize China.

A brief introduction to the story of verb (abbreviation of verb)

It is their nature that primary school students love listening to stories and telling stories. When an adult tells a story, many pupils can repeat it. The reason is that stories are their favorite activities. Students will put more energy and attention on their favorite things, thus arousing strong interest and desire to participate and mobilizing all positive factors. In teaching, we can also collect and create some stories to introduce new knowledge, attract students' attention with stories, and realize the smooth transfer of attention and interest points.

For example, when I was studying The Birth of the Monkey King, I used multimedia to tell students the story of the Monkey King with pictures and words, but that was only the beginning of the story. Because the beginning of the illustrated story has focused students' attention and adjusted their appetite, students will naturally have a strong desire to read and want to hear the complete story. On this basis, teaching will come naturally.

Six, contact life import

Chinese has a very close relationship with life. Strengthening the connection between teaching and life and implementing life-oriented teaching are important ideas put forward in the new curriculum reform. To be a caring person in life, linking teaching with students' real life not only conforms to the law of Chinese learning, but also enables students to learn really useful knowledge. At the same time, it can mobilize students' life experience, strengthen students' life experience, help students understand what they have learned and let students feel the relationship between teaching and life. For example, when studying "Reading Secretly", I introduce students' feelings before and after buying books, so that students can remember the happiness of reading their favorite books and enjoy reading. "What we learned today is also the fun of reading, but it is the fun of' stealing'. Let's read it together in this class and experience the fun of stealing things by little girls. "

VII. Comparative imports

Teachers should not only let students learn in teaching, but also let students learn. Therefore, in teaching, teachers can't speak each chapter and article separately, but should realize the mastery of all kinds of knowledge. For example, the current textbooks attach great importance to the connection between knowledge points. When importing, new knowledge can be introduced through comparison, which can not only help students consolidate old knowledge and smoothly enter the study of new knowledge, but also enable students to master learning methods. Therefore, when studying, we should be good at combining what we have learned with what we have learned before, so as to stimulate students' interest and arouse their enthusiasm for learning through comparison, seeking differences in common and seeking common ground in differences.

Four leading-in methods of Chinese teaching in primary schools

First, use multimedia animation to input text.

The art of teaching lies in inspiring, inducing and motivating. In Chinese class, multimedia-assisted teaching is used to present the perceived object intuitively. Stimulate students' multiple senses through sound effects, color rendering and dynamic pictures. Constantly stimulate students' interest in learning, make students more focused, more active in thinking, and more enthusiastic and lasting in learning, so that students can master knowledge quickly and achieve the expected teaching purpose. For example, in the teaching of "Little Pond", I designed and produced a beautiful and interesting multimedia courseware according to the age characteristics and cognitive rules of primary school students: pictures of ponds, reeds, the sun, stars and crescent moons with a piece of music and appropriate explanations.

At the beginning of teaching, students were first shown beautiful pictures on the big screen, and with the finishing touch explanation, students were deeply attracted at once. Students appreciate and admire ... when they haven't finished yet, they studied the content of the text so that teachers and students can appreciate how the author described such a beautiful scenery to us. In this way, students' enthusiasm for learning is stimulated, and they have a strong thirst for knowledge, so teaching naturally gets twice the result with half the effort.

Second, the direct introduction method

This straight-to-the-point lead-in method, through a brief lead-in, shows the topics to be studied to students at once, so that students can quickly turn to learning the text content after touching the topics, which not only saves teaching time, speeds up the teaching pace, but also has a certain freshness. This method is suitable for senior students. For example, the introduction of my comrade-in-arms Qiu: The article is written around Qiu, using the first person. The author is Li Xingyuan, the monitor of Qiu's class before his death, and tells the touching story he saw and heard with his own eyes when he captured the 39 1 highland in the Korean battlefield.

Third, the picture introduction method

This is a common method in lower grade teaching. With the help of illustrated wall charts in teaching materials, students are guided to observe and imagine, and consciously combine maps with texts, so that students can learn texts happily. For example, Honest Children can be imported through illustrations in the book: "How many people are drawn in the picture? What are they looking at? What the hell happened there? What was the result? Let's study the text together. " This lead-in method is intuitive and helps students to understand the content of the text.

Fourth, set suspense to stimulate interest.

Teachers consciously set suspense, stimulate students' curiosity and thirst for knowledge, make their thinking in an activated state, produce a kind of inquiry psychology that must be clarified, and then naturally introduce new lessons. The introduction of a class is like the prelude to a play or a beautiful movement. If the design and arrangement are full of artistry, diversity and suspense, they can attract students like magnets, quickly mobilize their attention, ignite the spark of wisdom, make people enter a positive attitude, open the floodgate of wisdom, and get twice the result with half the effort.

For example, in my humble room, I first asked the students what kind of humble room was, and then I said, "There is such a small room with moss on the steps. There is no other furnishings in the room except the owner and books, but the owner said there is nothing humble." Why? Now let's find the answer from "Humble Room Ming"! " In this way, through the careful design of teachers, students' cognition conflicts, which in turn leads to expected state and inquiry behavior. Students are eager to seek answers, and their enthusiasm for reading the text is extremely high, thus achieving the effect of setting suspense. In teaching, we have always advocated "leaving discovery to students", but when students have not yet established an independent sense of discovery, can we give them some problems to solve together? The process of solving is actually the process of rediscovery by students. In the first stage, let students find answers, and in the second stage, let students find new problems, thus prompting students to actively learn, set doubts, solve doubts and doubts.

Five, clever use of the media to attract students

Clever use of TV, slide projector, tape recorder, computer and other audio-visual tools, through listening to music, watching TV, videos, movies and other ways, activate students' artistic cells and improve students' interest in learning. Visual demonstration should be used to concretize and visualize abstract knowledge, build a bridge from image to abstraction for students, provide perceptual materials for students to understand new knowledge and stimulate students' interest in exploring methods.

For example, when I was teaching "Looking at Snow in the Huting", I used multimedia to show students pictures of the beautiful West Lake, with famous sentences, which immediately attracted students' attention. Then I introduced the text and said, "Then let's follow Zhang Dai's footsteps to visit this beautiful West Lake." Students are eager to find the basis of the charm of the West Lake from the text, so they are very focused in class and can express their opinions. This not only enriches students' knowledge, but also broadens their horizons. For example, when I was teaching the beauty of bridges, I asked my students to appreciate dozens of world-famous bridges in advance and let them talk about the beauty of these bridges. The students were amazed and expressed their opinions one after another. Some say it is "formal beauty" and some say it is "structural beauty", so my goal has been achieved: let students cultivate art while accepting knowledge.

Sixth, review the old and learn the new, and combine the old with the new.

The new curriculum standard clearly puts forward that we should correctly handle the relationship between basic literacy and innovation ability. In teaching, we should pay attention to the accumulation, perception and application of language, pay attention to the training of basic skills, lay a solid Chinese foundation for students, and also pay attention to developing students' creative potential to promote their sustainable development. Therefore, in teaching, no matter what kind of lead design is adopted, it should serve the teaching purpose and teaching focus of the whole class, which is closely related to the lecture content and naturally connected.

Kong Ziyun: "Review the past and learn the new." Reviewing old knowledge is a common method to introduce new courses. For example, when I was in Drinking, I designed the protagonist like this: "In the Peach Blossom Garden, we saw a Tao Yuanming who was uncontested and yearned for a quiet and peaceful life, and we can understand this better in Drinking." A few simple sentences let students review the previous content, so as to better devote themselves to the study of the new lesson.