1 retrieval method of primary school Chinese materials
1, collected in extracurricular books
When reading in a bookstore or school reading room. Prepare a special diary and write down information that you are interested in or helpful to your study. You can refer to it when you need it. For many years, I have been asking every student to prepare an excerpt at the beginning of the semester. Every few days, I ask students to extract a page, which can be any information that students are interested in, such as famous sayings about honesty, some agricultural proverbs, interesting stories about celebrities and so on.
2. Search in the network.
Network is the favorite thing in modern society. Collecting data on the network is the simplest and most convenient. The collected data covers a wide range, including words, pictures and videos. Data is also the best. It is very convenient to download and print after searching. You can find the materials and information you need at will on the Internet. If you stay indoors, you can know what is happening in the world.
Step 3 find in life
Life is an all-encompassing encyclopedia. As long as you pay attention, it is endless. Many things encountered in life are very interesting, and when these vivid examples are put into collected materials or articles, articles can also become very interesting.
It is convenient to draw materials from life, you can ask others, you can get them from newspapers, television and other media, and so on. As long as you meet something related to the research topic in your life, you can record it. Form your own information.
2. Retrieval methods of Chinese textbooks for primary schools
(A) teachers should strive to cultivate students' interest in collecting data.
Interests have a great influence on people's behavior. It is the most dynamic subjective factor and the best teacher. For some pupils with poor self-control and young age, the role of interest is more important. If primary school students lack interest, it is impossible to collect information by themselves, and it is difficult to achieve the ideal effect.
Teachers should cultivate students' interest in collecting information according to the actual situation of the school. Starting from students' interest, they should make use of existing resources to let students remember some interesting contents through the internet, books, wall charts, magazines, newspapers, radio and television, set aside reasonable time for students to talk about the information they have obtained in each class, and insist on letting students talk about this information every day.
After long-term training, students have gained new knowledge, increased their knowledge, expressed more fluently, thought more clearly and their shorthand ability has been enhanced.
In order to stimulate students' interest, we must first inform the demand. In order to make students pay attention to collecting data, teachers should make students understand that both life and study need to collect and sort out data. The development of comprehensive practical activity class needs to collect and sort out information, so that students can know what information they need to find and how to find it. Teachers set goals for students and ask them to collect some materials related to practical activities.
(two) the information collection can take the form of group cooperation and full participation.
Because of the age characteristics of primary school students, students' consciousness is not very high, so we can adopt the way of group cooperation, with four people in each group, and each group chooses a student with good grades as the team leader. After the teacher assigns the task of collecting data, the group leader should scientifically divide the work according to the characteristics of the members in the group, determine the methods of collecting data, and earnestly urge the members in the group to sort out, summarize and collect data so as to share them with other students in class.
In this way, the team members will take the initiative to collect information, so as to achieve the goal of each student's participation, and broaden the channels for collecting information and realize the enjoyment of resources.
(3) Guide students to take life as a stage for collecting and sorting out information.
Teachers should guide students to pay more attention to life and things around them. In fact, everything around you can be the object of collection. Students should be willing to start work, be diligent in thinking and be good at observing, and their comprehensive ability will be continuously improved. For example, let students collect information about water pollution, let students observe it in person, and give students a chance to operate.
Students can collect water samples from rivers, ditches, underground passages and other places to understand the water pollution situation, and take photos according to the situation to obtain first-hand information.
(4) Teachers should point out the channels and contents of data collection for students.
The ability of students to collect and arrange materials independently is the requirement of the new curriculum. The collection and arrangement of students' learning materials is very conducive to the development of comprehensive practical activities, which can improve students' learning enthusiasm, participation and comprehensive quality. Students have the interest and consciousness to find, so where to find it? How to find it? At this time, teachers should give scientific guidance and make necessary demonstrations.
3. Retrieval methods of Chinese textbooks for primary schools
1, based on the textbook, mining the link points of data collection in the textbook.
Textbooks are the most important basis for students to learn Chinese. In the process of Chinese teaching, teachers should not only guide students to learn the knowledge contained in textbooks, but also guide students to appropriately extend and expand relevant knowledge on the basis of textbooks according to their own excitement and reading needs, as a necessary supplement to students' classroom Chinese learning.
This kind of "supplement" can not only focus on small things, such as understanding, writing and explanation of words, but also start with big things, such as the theme of the unit, the background of the text and the author. Generally speaking, it can cover the following aspects.
1. 1 words of interest to students
Students' Chinese learning, first of all, is literacy and vocabulary learning. For some reason, students may be interested in a word or vocabulary in the article. At this time, teachers should seize the opportunity, take time out immediately, and use the students' excitement to start learning words, thus improving the learning effect. Although this may be beyond the scope of teaching tasks, it is necessary from the perspective of students' knowledge accumulation and mobilizing students' interest in learning.
For example, when studying the ancient poem Zhi, some students chimed in and said, "Dad said Su Shi is a piece of wood named Su", which caused students to laugh and made some students doubt. "Su Shi is a person, how can he be a piece of wood?" . Obviously, this student's words have something to do with the meaning of the word "yes". The teacher immediately instructed the students to look up the dictionary and understand the original meaning of the word "yes", which not only made the students know the word and its writing method, but also understood its meaning, which played a dual role.
1.2 Author and related knowledge points
Many times, you need to know the author of the article. The article is the author's voice. Knowing the author's living environment, background, life experience, etc. will help teachers guide students to understand the correct meaning and feelings expressed in the article. This knowledge link can be carried out by students themselves, supplemented by teachers, or a combination of the two.
For example, the student mentioned above said Su Shi's words. Obviously, this student communicated with his parents about "Su Shi" in advance, and the teacher asked him to show all the students what he knew and make appropriate supplements. For other students, this is the popularization of new knowledge; For this student, this is an exercise of expression ability and benefits each other.
1.3 links to a unit theme or a text theme.
In order to facilitate students to learn relevant Chinese knowledge, the primary school Chinese textbooks published by People's Education Press are presented as units in the form of special topics, and each article that constitutes a unit has its own sub-topic. For example, the unit "Literacy 1" in the first volume of Grade Two takes "autumn scenery is so beautiful" as the theme, which is concretized by new words and texts.
When learning this unit, teachers can guide students to read some articles describing the beautiful scenery in autumn, which not only increases students' reading capacity, strengthens knowledge accumulation, but also triggers and enriches students' psychological experience and deepens their understanding of the theme of the textbook unit.
1.4 Other extensible links
The scope of such knowledge link should be very broad, which can be closely related to the knowledge points learned or just related. For example, after learning the article "Looking at Snow", with the level of students' knowledge reserve, many people don't understand why they can't see snow in Taiwan Province Province, China. Teachers can encourage them to find answers by themselves in various ways; For another example, after learning the article "Looking at the sky from a well", students can be guided to collect and tell other "interesting" idiom stories.
Broaden your horizons and guide students to observe life carefully.
The cultivation of observation is particularly important. The theme of the fourth unit of the first volume of the third grade Chinese textbook (People's Education Edition) is "Pay attention to observation". In the daily teaching process, it is very important for teachers to guide students to observe everything in life and nature, so as to collect and accumulate necessary Chinese knowledge.
For junior one students, guiding them to fully observe life can greatly facilitate literacy teaching and improve students' literacy accumulation. For example, when freshmen enter school, teachers can guide them to write their names neatly on beautiful cartoon cards and paste them in the unified position on the desk-the upper left corner, so as to guide students to watch them at any time after class, which will facilitate students to remember many new words.
For another example, students can be guided to observe all items with Chinese characters written on them, such as: curriculum, classroom signs, nameplates of plants in small flower beds, advertising signs on the street, TV subtitles, food packaging bags, instructions, pictures and so on. And exchange activities such as literacy competitions can be carried out to promote students' enthusiasm, sense of accomplishment and literacy effect. In this process, students should naturally improve their collection ability.
"Learn everything with your heart, and people's understanding is an article", which guides students to observe life carefully and can also provide necessary and sufficient writing materials for students' writing and future practice. Whether it is the writing practice of junior students or the practice of senior four students, a considerable number of students feel that they have nothing to say, nothing to write and nothing to say. The reason is the lack of attention and observation on life.
After all, writing comes from life. Guide students to pay attention to life, first of all, family life and school life that students are most familiar with, followed by natural things. Because primary school students' attention span is short, observing things is superficial and easy to be one-sided, and they will not make necessary comparisons consciously, so teachers should give necessary methods to guide students to observe.
4. Retrieval methods of Chinese textbooks for primary schools
First, set a good angle and be targeted
Many students look for information in a broad and irrelevant way, and some of the information they find is of no learning value at all. For example, when many students search online, they just need to type a few keywords in Baidu, Google and other search websites, and a long list of relevant information will pop up on these websites.
But what information should we choose? Students have no time and ability to read and identify carefully, so they just print a few copies to do their homework. Therefore, when assigning similar homework, teachers should first think: Besides the knowledge in textbooks, what other relevant knowledge should students know? What channels can students find? Determine the direction and goals, and then guide students to learn in an all-round way.
First, let the students know what information they are looking for. What information are you looking for? Where can I find it? Secondly, divide the students into groups and assign a search task to each group. In this way, students will have a clear goal when looking for it, and they will be more focused when looking for it, and will not waste too much time and energy.
Second, choose carefully to meet the demand.
In order to increase the information content in the classroom, teachers often hope that students can collect a lot of information to enrich their knowledge base. The information collected by students is usually primitive, scattered and disorderly, so it is impossible to spend a lot of time for students to report in class, and students' acceptance ability is limited.
It is very important to integrate one's own thinking and dig out useful materials to serve classroom teaching. Therefore, teachers should teach students to be selective and choose useful materials to serve themselves. So what is useful? "Chinese Curriculum Standard" points out: "Chinese curriculum should be open and innovative, and should meet the needs of different regions, different schools and different students as much as possible ..."
Learning is not only to enrich students' knowledge and arm their minds, but more importantly, to satisfy their thirst for knowledge. So the information collected by students is not much, but it is effective. Teachers can let students boldly choose what they are most interested in, even if it is just a sentence or a short story. Interest can be the motivation of learning and make learning more effective.
Third, information processing, simplifying the complex.
Many professional books, magazines and websites present professional technical materials to readers, and some even appear bloated and procrastinating. This is difficult for junior high school students to understand. If you don't deal with it, don't say that the listener can't understand it, even if you read it paragraph by paragraph, the effect is not great.
With the development of modern society and the popularity of the Internet, citizens need to have many basic abilities, including reading, understanding, expressing and communicating, and the ability to collect and process information by using modern technology. Therefore, teachers can try to make students simplify the information they have collected, "take the essence and discard the dross" and try to express it in their own language.
This not only cultivates students' language organization and generalization ability, but also facilitates other students to listen in the communication and get practical results.
Fourth, properly handle it, from the beginning to the end.
Of course, the 45-minute class is limited after all, and it is impossible to show all the materials collected by students in just a few minutes. If we stop here, students will not learn more extracurricular knowledge, and many students will waste their time and energy. More seriously, it may also make students unwilling to collect information after class, and their interest in learning has plummeted.
Therefore, teachers can make full use of these materials that are not displayed in time and display them in other ways. For example, teachers can use comprehensive learning courses, information technology courses and other related courses to provide students with various forms of communication platforms, so that students can learn through human-computer interaction, improve through brainstorming through student-student interaction, make equal progress through teacher-student interaction, and assist their growth through multi-party interaction.
In addition, teachers can also publish a theme wall newspaper according to the collected information, or write handwritten newspapers in groups, or hold special seminars and so on. This not only respects the students' labor achievements, but also implements the learning of extracurricular knowledge. Therefore, we can create a colorful educational environment, provide students with tools for inquiry and a platform for communication, so that they can master the methods of inquiry and ensure the effectiveness of inquiry, thus achieving the purpose of improving their innovative ability.