How to grasp the key and difficult points of elementary school language

Key and Difficult Points, as the name suggests, the key points are the important places, and the difficult points are the places that are difficult to solve. The following is what I have organized for you about how to grasp the key and difficult points of elementary school language, I hope it will be helpful to you. Welcome to read reference learning!

1 How to grasp the important and difficult points of elementary school language

First, the use of flexible teaching methods, the clever use of information technology, can effectively break through the teaching of the important and difficult points

(a) must be carefully interpreted teaching materials, choose the appropriate means of teaching

Teachers through the interpretation of the teaching materials, compared with the requirements of the "Language Curriculum Standard In language teaching, teachers have to use a variety of teaching methods, such as verbal narration, wall charts, hands-on practice, board analysis, and combination of lecture and practice, in order to effectively break through the important and difficult points. Teachers should choose the most appropriate and effective means of teaching for different knowledge points and characteristics of students in different grades.

(ii) the introduction of multimedia into the classroom, the flexible use of information technology

In the rapid development of the information age, the introduction of information technology into the classroom, and the organic integration of language teaching, can make the regular classroom teaching vivid and lively. In the past, the teacher's oral explanations, hand-waving gestures, the mechanical presentation of the form of wall charts and other means in front of the information technology is immediately dwarfed. Skillful use of information technology, can make abstract knowledge become visual, in highlighting the key points, breakthroughs have irreplaceable advantages.

Primary school students are young, limited insight, life experience, experience is not enough, the content described in the text often can not understand. Especially some of the students living in the city, on many things to recognize the lack of, the mind simply did not form the relevant experience. If in the teaching, the teacher can skillfully use information technology, change the abstract text for intuitive image pictures or animation, in-depth, change the difficult point for the interesting point, can change the classroom teaching mode, play the main role of the students, optimize the classroom teaching, is conducive to the cultivation of the students' ability to think, the ability to imagine, the ability to understand and the ability to innovate.

For example, the second grade next book, "Grapevine" a lesson, which has a paragraph is to introduce how raisins are made. We are in the south of the lower grades students, have not traveled to Xinjiang, due to regional differences, feel strange to the distant Xinjiang, for the text mentioned in the manufacture of raisins of the "room" look, structure, and how to make use of the flow of hot air to make raisins of the method Know nothing about it, relying on the description of a few sentences of the text of the students can not understand the content of the text. Students cannot understand the content of the text with only a few sentences of description, which is the difficulty of this lesson. I teach this paragraph, the clever use of multimedia courseware, show a number of different angles of the pictures of the netherworld, so that students understand its structural characteristics, and through the animation demonstration of the flow of hot air, so that the abstract and difficult to understand the text to become an image of the difficult to make it easy for the students at a glance, and can accurately understand, appreciate the content of the text.

Second, contact life experience, deepen the understanding of the feeling, can effectively break through the teaching of the key points

Modern cognitive theory that new knowledge is constructed on the original cognitive structure. Therefore, in reading teaching, teachers should actively inspire and guide students to find, reproduce and teaching content with similarity or relativity of the actual life of the scene, linked to the students' original life experience, so that the students in the migration or comparison in the rich, deepen their emotional experience.

For example, in the first book of the fifth grade, the article "wonderful" and "terrible" wrote Buddy wrote a poem when he was seven years old. Mother commented that "my" poem was wonderful, while father commented that "my" poem was terrible. It is these two voices and two different ways of love that have always inspired Buddy to move forward. In the teaching process, I first let the students recall, usually their parents' love for their own performance in what aspects, and then let the students think about the text of the father and mother of Buddy's poem why there are different views; Buddy grew up, how to look at the love of the parents; students how to look at Buddy's parents' love for him and so on.

In teaching, I guide the students from their own experience of life experience, understanding the text of the father's serious criticism and the mother to appreciate the praise are derived from the love of the child, just the expression of a different way, if there is no father's warnings and the mother's encouragement, Buddy may not be a writer, but also let the students really understand in their daily lives, their parents to their own kind of pay. It also allows students to truly understand the kind of care that parents give to themselves in their daily lives, deepening their emotional experience of the text and of life.

Third, to strengthen the combination of learning and practicing, strengthen the language, can effectively break through the teaching of the key points

The ultimate goal of language teaching is to improve students' language literacy, enhance the ability to express themselves orally and in writing, and the improvement of literacy, ability to enhance, the key to a "use" of the word. In teaching, teachers should provide students with multiple channels of training pathways, from the students "learning" the actual starting point, seize the training points, so that students in the use of comprehension, in the use of discovery, in the use of creation, which is the key to learning the language. "Read" and "practice" is to strengthen the language, effective breakthrough in teaching the key points of the winning magic weapon.

The language is to train students to listen, speak, read and write. The teaching of "reading" includes improving students' reading ability, but also includes students in the classroom silent reading, reading aloud, reading, skimming, reading and other ways of reading training, as well as from the classroom to extend to the outside of the classroom reading study. "Practice" is the main way for students to learn. Teachers in the classroom should have a sense of practice and carefully design the content of the exercises. The exercises of listening, speaking, reading and writing should be reasonably arranged, paying attention to the combination of reading and writing, and through the design of different levels of practice, especially the practice of using the mouth and the hands to consolidate and transfer the knowledge effectively. The first step is to make sure that you have a good understanding of the subject matter.

For example, the teaching of the fourth grade book "fish swim to the paper", the whole class teacher designed a variety of levels, a variety of forms of "reading". Read the subject of the beginning of the class, guiding students to use different tone of voice to read out different feelings; then let the students according to the requirements of the guide, read the text silently, from the overall grasp of the main content of the article; in the process of learning the text, but also repeatedly read aloud the important paragraphs, read the key phrases, so that the students in the reading of comprehension, in the reading of understanding, the whole class books sound. The design of "practice" can be considered the highlights of the class, the most ingenious is the illustrations of the text, the use of the class learned the method of characterization, migration practice, reading and writing, both to deepen the understanding of the text, but also to improve the ability to use language and writing.

Students use the correlative words of cause and effect, condition and assumption respectively to connect the two sentences. In this way, students can easily understand the relationship between the two, and can easily break through the key points of the lesson. Such a design is ingenious, can be said to be the finishing touch. In the homework design, the teacher closely linked to the theme and characteristics of the class, borrowing the "fish swim to the paper" of the subtle, let the students choose a character or thing, careful observation, detailed description, the person or thing to write vivid. The combination of "reading" and "practicing" fully embodies the ubiquity of learning resources and practice opportunities. In the classroom to provide a large number of language practice opportunities for students to experience, grasp the learning language, the use of language rules, in the accumulation of knowledge while improving the ability to truly implement the "knowledge and ability" of this dimension of the goal.

Fourth, pay attention to the good guidance, effective migration, can effectively break through the teaching of the key points

For some of the new or difficult knowledge, students may not be easy to understand, it is necessary for teachers to point to guide, so the "guide" is the key to effectively break through the teaching of the key points. Teaching "guide" refers to the classroom to fully realize the role of the student as the main body, the teacher as the leading role. Teachers focus on the guidance of the learning method, to build "scaffolding" for students, through clever guidance, so that students independently to construct knowledge, access to knowledge, embodied in the teacher's guidance, the students use independent, cooperative, inquiry way of learning to learn, truly realize the "teaching to fish "

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For example, the teaching of the fourth grade next book "fish swimming to the paper", the teacher carefully designed a self-study outline, so that students through independent study to seize the main line of the article, understand the content of the text; in the self-study process, guide students through the pen to draw out key words and phrases, write the side of the approval of the way to learn; but also according to the student's feedback, the flexible use of resources generated by the camera point; combined with the study of the content of the text, understanding The method of characterization is to seize the characteristics of the characters to describe them in detail.

Through a series of skillful guidance, let the students independently to construct knowledge, access to knowledge, so that the students in the process of learning to learn methods. In the process of student learning, the teacher through the vivid and refined language to guide students from "why the fish can swim to the paper" "what kind of youth" to "what methods we can let the fish swim to the paper "The inquiry, so that the good lure, layer by layer, guiding students through independent inquiry, so as to understand the thoughts and feelings of the article, so that the students and the author of the **** Ming, in admiration, admiration for deaf and mute young people, a deep understanding of only focus on their favorite things, perseverance and hard work, in order to achieve success. It can be seen that the "guide" is particularly prominent in the teaching of this class, from guide reading, guide thinking to guide learning, guide practice, fully embodies the concept of students as the main body, the teacher as the leading role, everywhere infiltration of the learning method, guiding the students to self-awareness in self-study.

2 How to grasp the teaching difficulties of elementary school language

1, in-depth study of the curriculum standards, grasp the teaching materials

The curriculum standards are the provisions of the nature of the curriculum of a particular subject, the curriculum objectives, the content objectives, the implementation of the recommendations of the teaching guiding documents. Many teachers do not think it is necessary to study the standards, feel that the more theoretical, read the laborious, feel that they only need to "eat through" the textbook on the line, but do not know that the textbook is based on the curriculum standards, do not seriously study the standards how to "eat through" the textbook?

2, according to the age characteristics of elementary school students, find the nearest development area

Educational psychology tells us: the age of elementary school students is characterized by curiosity, strong imitation, lively, and intentional attention to a relatively short period of time. So if you want to do a good job, you must seize the most interesting place to speak, that is to say, the focus of the lesson must be able to seize the interest of the students.

The theory of the zone of nearest development, is the Soviet psychologist Vygotsky put forward, he believes that there are two levels of student development: one is the existing level of students, refers to the level of problem solving that can be achieved in independent activities; the other is the level of possible development of the students, that is, through the teaching of the potential to obtain. The difference between the two is the zone of nearest development. Teaching should focus on the students' nearest development zone, provide students with content with difficulty, mobilize students' motivation and realize their potential. The difficulty of teaching is not easy to set too high, nor should it be too low, so that students can "jump and pick a peach", is the most appropriate. So in the design of a lesson in the key points, we not only want to understand the age of elementary school students, but also to find the students in this learning stage of the nearest development zone.

3, carefully analyze the materials, determine the key points

In the read-through, on the basis of dredging, should do some analysis of the materials, analysis of the main purpose is to seize the whole book of the material, each group of the material, each of the material of the material of the key points, to seize the key points, prepare for the lesson, the force will be on the knife edge.

Macro-analysis, grasp the key points of the entire textbook. Clearly the key points of the whole book, the development of the semester teaching plan, unit preparation, lesson preparation will determine the goal.

Overall analysis, understand the intention of each group of materials. Analyzing the key points of each group of teaching materials is the process link to achieve this training purpose. Humanist version of the elementary school language, fourth grade, the next book of the fifth unit tells us that life is precious and beautiful, so that the students feel the beauty of life is the key point of this group of difficulties. The group arranged the four texts Touching Spring, Eternal Eyes, Life Life Life and Courage of Flowers for students to understand and feel the beauty of life. In the "Touch of Spring" this text, feel the blind boy quiet love of life is the key point of this lesson, to solve this key point, we have to grasp the "quiet fingers quietly closed, even closed the butterfly, what a miracle! The butterfly with eyes open was caught by this blind girl's magical spirit" this key sentence to understand, let the students understand the meaning of "surprisingly" "magical spirit" and express their own views on this matter, very naturally, the students will understand the quiet love of life. It can be seen that analyzing the key points of each group of materials, the teaching of each text has a certain role in guiding us, we do not have to go to great lengths to read the text, analyze the meaning of each paragraph.

Meticulous analysis, grasp the characteristics of each textbook. The analysis of a textbook, we need to specifically understand the purpose of its arrangement, the characteristics of the article, the analysis is correct, the class will be prepared to have a characteristic. For example, the bridge is a novel, the plot of the novel ups and downs, we should seize the text of the environmental description, character description to let students feel the old village head selfless, no favoritism, heroism and noble spirit. Analyze the key points, the preparation of the lesson is concise and clear.

4, according to the teaching, respect for students' individual differences

Chinese educator Mr. Tao Xingzhi said: cultivate and educate people and planting flowers and trees, first of all, we need to know the characteristics of the flowers and trees, differentiation between the different situations to fertilization, watering and education, which is called "according to the material". The Soviet educator Sukhomlinsky mentioned in his book "Advice to Teachers" that teachers should be good at determining to what extent each student is capable of doing at this moment and how to further develop his intelligence, which is a very important factor in educational skills. So in the development of a lesson in the key points to reflect the hierarchy, so that each student through the learning are gained.

For example, in the design of the Painter and the Shepherd Boy, I took into account the differences between the children in the class, and set different goals for different levels of students. For the comprehension ability is relatively strong students I designed the key point is "can write the words of this lesson; learn the little shepherd boy dare to express their views on the good qualities, and can write a few words to praise him"; learning ability in the middle level of students I designed the key point is "correctly write the words of this lesson; understand the 5th natural paragraph in the little shepherd boy to say, understand the big painter Dai Song in the end where to draw the wrong." For those students who have difficulty in learning, I will "recognize the vocabulary of this lesson, can read aloud correctly and fluently, read the exclamatory and interrogative sentences" as their key points. In this way, different levels of students in this class have been developed, and the teacher will not be angry with those students. We can see that we have to follow the educational law of teaching students according to their abilities when we make the key points, so that we can be comfortable in the classroom.

3 Primary language how to grasp the teaching of the key points

First, seize the text language, from the details of the breakthrough teaching of the key points

Su education version of the textbook text language is beautiful, precise words. There are many key words that play an important role in expression. If the students can understand these key words by linking the context, then it will not be a problem to understand the text naturally. For example, when teaching the Su-Teaching Version of the third-grade text "Applause", in order to allow students to "experience the inner changes of Xiaoying before and after the applause" of this difficult point, the author is to do the following:

Ring 1

Around the "melancholy", to experience the inner world of Xiaoying before getting the applause. The inner world of Xiaoying before.

Teacher: Can you say what "melancholy" means?

生："Melancholy" means unhappy.

Teachers: What are some of the ways in which Siu Ying's behavior shows that she is a melancholy girl?

(Students read aloud softly and freely.)

生："She always sits quietly in a corner of the classroom," and doesn't say a word, so I feel that she is very unhappy.

生："小英 hesitated for a while and finally stood up slowly. We noticed that Xiaoying's eyes were red", I felt that she was depressed from her slow movements and red eyes.

Session Two

Focusing on the word "even", reading the inner world of Xiaoying after receiving the applause

In this session, the teaching focuses on the word "even", highlighting the great changes in Xiaoying's life and letting students feel Xiaoying's liveliness. The students feel the lively and cheerful side of Xiaoying.

The author in the above two teaching sessions, mainly by guiding students to carefully speculate on the key words and phrases, leading students to go into the text, read and understand the voice behind the text, and truly feel the inner world of Ying, so as to achieve the purpose of breaking through the details of the teaching of the difficult points.

Second, with the help of illustrations, multimedia, through a multi-sensory experience to understand the difficulties of the text

The Su Zu Zong version of the new standard textbook on the fairy tale fables and natural landscapes of the reading of the article, in the face of such texts, to let the children of those lower grades to understand the knowledge of the story and the mystery is more difficult. The Su-Teaching version of the text with the relevant content of the illustrations, colorful and interesting. Multimedia is a highly visual information transfer tool, it is a realistic image, with animation features, but also can be static for movement, virtual for real, can be intuitive, image, vivid, infectious advantages of the students to focus on, so as to solve the difficult points in the text.

Such as "cloud house" a lesson, teaching can use multimedia to show the picture of the cloud house and the corresponding text, let the students look at the picture to say that they like which one cloud house, why like. The students have their own perception, interest doubled, so that teachers can fully tap into the students' perception and imagination potential. In this teaching session, the students' answers are different: some like "like a big winter melon as silly horizontal" cloud house, because they like to eat big winter melon; some like "like a very high building" cloud house, because it is very high and high; there are also like "a little small, small enough to live in a small sparrow" cloud house ...... teacher let the students straight to watch the picture will be a variety of cloud house features read out, read out their favorite feelings. Stimulate students to read aloud actively, guide students to read good sentences, with the heart to feel the text, the experience of the beauty of the flowers, the winter melon of the silly kind, the building of the tall ...... students such as following the birds to the clear sky, feel the beauty of the clouds, the beauty of nature. With the help of multimedia, students deepen the understanding of the text, read aloud the expression effect can also be enhanced, the text of the teaching difficulties is not difficult.

Third, the use of stories, in the creation of context to solve the teaching difficulties

The first grade of pinyin teaching for the whole elementary school teaching, especially important. It is the foundation, the beginning, and a necessary tool for learning other knowledge. However, for children who have just started school, learning pinyin in such a systematic way and mastering it has become a big challenge. At the end of the whole pinyin teaching, teachers often find that students' mastery is not flexible, and then they have to spend a lot of effort on consolidation and review, which is too instrumental and not humanistic enough, and is mechanical, tedious, and tasteless. For the sound rhyme rhyme, I often say to the students as "sound and rhyme make friends", the knowledge into the storyline, so that the learning is rich in life more interesting.

For example, in the teaching of "j q x" the second lesson, can be so designed to arrange: in the completion of the first lesson, "recognize the vowel jqx", focusing on the exploration of j, q, x and ü spelling law, which is difficult to teach. Teachers open the door to the students to tell a story: "Students, today the teacher wants to tell you a story, want to hear it? Autumn is coming, the three brothers j q x want to go to the park to play. When the rhyme ü heard about it, it cried and wanted to go along. Look at you, this ü's tears are coming out. j q x sees this and says, ''It's OK if you want to go with us, but you have to wipe your tears clean.'' Okay, okay!'' ü said happily, and wiped away his tears and jqx held hands."

After listening to the story based on the spelling of the syllables, let them think about the teacher's board book written right or wrong. jqx and ü spelled with ü omit to write the rule of two dots on the ü this difficult point easily broken through, has been y imprinted in the minds of students. In order to consolidate the difficult point, the teacher continued to tell a story: "The rhyme u heard that jqx was going to the Happy Forest and wanted to go too. jqx said: "No way! If we take you there, you won't be able to tell the two of you apart. You'd better let another vowel take you there!" "Okay!" U went to find another vowel again. So yeah, jqx can't be spelled with u. In this way, the law of jqx and ü spelling this teaching difficulty students grasp more solid.

A small story, contains the law of spelling, so that the students easily mastered the teaching of this difficult point. After all, children still like the language of fairy tales, children's stories and the world of children.

Fourth, empathy experience, in role-playing breakthrough teaching difficulties

Understanding the meaning of the text, to grasp the emotional tone of the article is the focus of reading teaching, but also a difficult point. For students, sometimes with the text language, but also read through the emotional mood of the article. At this point, it is necessary for teachers to teach students to use the "empathy experience" reading method, to master the teaching difficulties, guide students to understand in place. For example, in the second lesson of the Su-Teach version of the fourth grade "Special Funeral", you can design this arrangement to let the students experience the mood of the tourists:

Session I

Feeling the former "majestic" waterfalls

Teacher: came to the "roaring down" before the big waterfalls, "the waterfalls," the waterfalls, the waterfalls, the waterfalls, the waterfalls, the waterfalls, the waterfalls. What can you hear in your ears when you come to the "roaring down" waterfall?

Students: I seem to hear the roar of tigers and lions, deafening sound.

Teacher: reading the word "incessant", you seem to see in front of your eyes what picture?

生：我好像看到瀑布绵延延不息，一停不停下倾倒。

Student: The image is like a poem that says, "The water falls three thousand feet straight down, and the Milky Way is suspected to be falling from the sky."

Ring two.

Session Two

Learning about the "dying" waterfall

Based on the students' thorough reading and the teacher's guidance on reading aloud, the teacher can ask the students to say that if you were a tourist who came to see the "spectacular" waterfall, you would be surprised to see the "spectacular" waterfall. The teacher can ask the students to say if you are a visitor to the waterfall in the name of "spectacular", to see this scene, what is the feeling in the heart? Some students feel disappointed, some feel sad, some students also expressed the anger of mankind.

In the above two teaching sessions, the teacher guided the students to think of themselves as tourists, think of the tourists, into the feelings of entry, so that the students in the reading, talking to the text of the dialogue, in the dialogue, so that the students to role experience. The mind of the tourists also became their own personal feelings, in the unknowingly successful breakthrough of the teaching difficulties.

Fifth, imagine, in the thinking training breakthrough teaching difficulties

Su education version of the textbook there are many part of the fairy tale genre, children's language, students are happy to see, this is the best text to train students imagination. The development of imagination to understand the text, help students to establish emotional values, teachers and students to grasp the difficulties of teaching.

Such as in the teaching of the second grade Su Zu Jiao version of the second lesson of the "walking tree", the exchange of "From this point on, the tree every day to accompany the bird. The little bird followed him to many places and saw many interesting things." In order to make students realize the friendship between the reindeer and the bird, the instructor can design an imaginary talk like this: can you imagine what places they went to? What interesting things did they see? Please ask the children to think about it and make it up. In this way, the text in front of the students will be read thicker and thicker, and their feelings will become deeper and deeper. In the imagination in the construction of emotions, the formation of values, but also in the invisible grasp of the text of the difficulty where, using this method, the effect is very good.

4 How to grasp the elementary school language teaching materials of the key points

1, the classroom back to the students, to strengthen the teacher-student communication and interaction.

"Teacher said" has a cloud: "Ancient scholars must have a teacher, the teacher, so the preaching and teaching to solve puzzles." This sentence tells us that people do learning must have a teacher, the teacher is to impart knowledge, explain the difficult problems, it can be seen, the teacher in teaching should play a guiding role in guiding the students to learn; and students as the recipient of knowledge, should give full play to the status of the main body of the classroom, so that the students to learn on their own, there are problems, there are insights should be timely to the teacher to put forward, the teacher should be patient to explain until the students understand The teacher should patiently explain until the students understand. This requires teachers to pay attention to the learning situation of students in the preparation of lessons, to find the most acceptable way of teaching students, pay attention to the development of students' personality, the classroom to encourage students to interact with the teacher, to stimulate students' interest in learning knowledge of the language, and to really do according to the student, only in this way, can lay the foundation for the development of students.

2, innovative teaching methods to improve teaching efficiency.

With the deepening of the new curriculum reform, language teachers should break the traditional dull teaching methods, innovative and rich teaching methods. In terms of learning vocabulary, he is a relatively boring teaching process, so students in the learning process, no longer confined to the blackboard and textbooks, you can use multimedia for teaching, the textbook knowledge with a projector to the students' eyes; can also be through a number of fun games, so that students in the game to learn and experience the relevant knowledge, and really love the language. Let the students in the shortest possible time to learn these basic knowledge, improve learning efficiency.

3. Knowledge into life, so that students can sense learning in context.

Knowledge comes from life and is used in life, and language, too, comes from life. Seeing, literacy, reading, writing and language communication are closely related to the actual life. Elementary school students due to their own limited ability to understand, in the learning process of textbook knowledge is not understood, which requires elementary school language teachers to textbook knowledge skillfully integrated into life, expressed in an easy-to-understand way, with more familiar things in daily life for example, to improve the students' understanding of the degree of knowledge, improve the quality of teaching and learning, and enhance the students' learning interest.