How to infiltrate the concept of leap-forward education into junior high school Chinese teaching?

How to integrate the leap-forward teaching mode into the classroom teaching under the new curriculum standard theory in the Chinese teaching of lower grades in primary schools? Professor He Kekang put forward a new leap-forward theory, that is, the "2 1 1" model of leap-forward teaching. The class takes 40 minutes, the first 20 minutes to complete the class objectives, the middle 10 minutes for reading training and the last 10 minutes for writing training. So, how can we make the leaping Chinese classroom full of vitality?

First, create vivid teaching situations and enjoy learning.

As the saying goes, "Interest is the best teacher." Interest can make children have a strong thirst for knowledge and actively participate in learning activities. As a Chinese teacher in the lower grades of primary school, the key is how to activate the classroom, stimulate children's interest, make students interested in the classroom, enjoy the fun of learning, feel the joy of learning, and become the main body of learning, thus improving Chinese literacy.

Chinese learning in the lower grades of primary schools is mainly based on literacy. I once tried to bring the leap-forward concept into the classroom. For example, when I was teaching Unforgettable Water-Splashing Festival in Book 1 1 of the second grade of Teachers' Education Edition, I downloaded videos and pictures about the Water-Splashing Festival before class. In the first 20 minutes of class, use videos and flaming phoenix flowers to gradually guide children into the study of texts and new words. On this basis, we can understand the new words such as "Phoenix" in the text and use the illustrations of the text to attract children to enter the text initially. Lively and active is children's nature, so the game "hide and seek" is arranged in the middle of 10 minutes, and a poem containing the words of the students in this lesson is presented, so that children can look for hidden new words while reading, about 3 minutes. At this time, children can improve their literacy through classroom reading. Then play the second game "I'll draw a smiling face" according to the child's painting nature, and then give the child a reading passage related to the text content, so that the child can draw a smiling face at the beginning of the words he knows while reading, for about 7 minutes. 10 minutes later, show pictures, stimulate children to say sentences with the new words learned in this lesson, and then use one or two new words to guide children to write and read the text. The teaching mode of "2 1 1" is integrated into this lesson, so that children can easily enter the state, which not only cultivates their ability to summarize the main idea of the text, but also cultivates their writing ability. After a period of leap-forward teaching, under the guidance of classroom games and incentives, children feel relaxed and happy about learning Chinese.

Second, arouse students' multiple senses and go to middle school.

The new curriculum standard points out that teaching activities are bilateral activities between teachers and students. In Chinese class, the teacher is the guide and the students are the main body of learning. How to mobilize the main staff to actively participate in classroom learning is the key for tour guides to skillfully design questions, guide learners' thinking and guide students to acquire knowledge through their own activities. Psychologists believe: "Only by constantly inspiring students to start work, use their brains, find and solve problems by themselves, can students always be in the best learning state of actively exploring knowledge and seeking answers." The "2 1 1" jumping teaching mode is an ideal teaching mode to guide students' three movements. For example, in Lesson 13, Volume 2, Grade 2, People's Education Press, I let students read the text freely and ask questions, then let students read the text again with questions, draw the answers to the found questions with horizontal lines, and mark the questions they don't understand. Self-study time allows students to think while reading and draw while thinking. In the last 20 minutes, let the students read a short passage similar to this text in 10 minutes, and think about the truth while reading. The group will talk about their ideas after reading. Finally, 10 minutes to write what I want to say to scientist Ron Wan Zhi or Irina. Through the leap-forward concept of "2 1 1" teaching mode, students can be trained in their hands, mouth and brain, which can encourage them to give full play to their wisdom and ability, master knowledge and form skills in autonomous learning. Therefore, in classroom teaching, only by fully mobilizing students' multiple senses and allowing students to learn in an all-round way can we stimulate students' enthusiasm for learning, improve students' participation rate and make Chinese classroom full of vitality.

Third, let go of children's thinking and write about middle school.

The age characteristics of children in lower grades are lively and active, diverse in thinking and rich in imagination. The new curriculum standard advocates letting children express different opinions or solutions to the same problem. In junior high school Chinese teaching, the jumping teaching mode is introduced into classroom teaching. Open classroom teaching gives students more independent learning space, and teachers spare no effort to let students read, think and discuss, which really makes students' thinking collide with the spark of wisdom in unrestrained reading, thinking and discussion, and can develop students' thinking. For example, when teaching the article "Hands-on Doing and Reading", children can sum up the truth of the text through communication and discussion, and then read similar articles about scientific truth, so that children can spread their imagination wings while reading and guide imaginative writing. Reading guidance should be guided by the situation, so that children can fully think about problems, discuss and write down different opinions according to their own life experience and knowledge accumulation. In this way, students' enthusiasm for independent thinking is protected and their personality is publicized in the classroom.

Fourth, carry out various forms of reading, speaking and writing, and play with middle school.

The concept of leaping teaching refers to a teaching method in which teachers go beyond some fixed procedures of knowledge accumulation, skip some knowledge sequences and break the order of some knowledge according to the level, needs and possibilities of students' physical and mental development, and guide students to learn more important new knowledge by leaps and bounds. Every text in the primary school Chinese textbook is a masterpiece with both literariness and aesthetic feeling. Its wonderful context description, exquisite language use, profound ideological expression and unique opinions are all important contents to guide students' perception. Let students read, speak and write through reading contests, organizing reading clubs, reading clubs, giving speeches at forums, and writing after reading, so as to explore the wisdom potential of each student and give full play to their skills. In the process of reading aloud, we can understand the content, accumulate words and phrases, gradually improve reading ability in the process of reading, and improve students' writing ability in the process of writing words. For example, when I teach by hand, let students focus on reading and guide them to read Irina's questions and experimental results repeatedly, so as to realize the truth. At the same time, let students read relevant articles and feel scientific knowledge on the basis of feelings. By writing about scientists and Irina, students' understanding of the text is reflected. This leap-forward teaching allows students to choose the essence of their own reading comprehension and make specific expressions, so that students can be further sublimated in their own evaluation.

Fifth, care about students' needs for success and love middle school.

Care for every child, let every child feel the care of the teacher, and good teacher-student relationship promotes students' learning. As a Chinese teacher, we should strive to create conditions for students with learning difficulties to succeed in Chinese class and try the joy of success, so as to stimulate their interest in learning, make these disadvantaged groups in class move and make the class alive. Teachers should try their best to find the bright spot of each child, try their best to guide them to participate in appropriate learning in class and give full play to their special advantages. In the leap-forward classroom teaching, try to let some children with unsatisfactory grades answer some simple questions that are easy to find answers in books, do some simple basic questions and exercises, and encourage them immediately if they are right, right or partly right. The requirements for them in reading and writing are relatively loose. Children with learning difficulties can read with their deskmates, and unfamiliar words can be given priority to ask questions. In writing, most children can write a few sentences or even a paragraph. Students with learning difficulties will be praised as long as they can write one or two complete sentences, so that they can make progress little by little in continuous training and experience the happiness of success.

Integrating the leap-forward concept into the new curriculum standard Chinese teaching will help to cultivate children's reading ability, greatly improve children's literacy and cater to the standards of Chinese teaching in lower grades. To make our Chinese classroom full of vitality, we must turn it into a place where students are willing to study, return the right to study to students, and let students' personalities fly in the classroom.