Essays on the teaching of Chinese language unit 3 for third grade students

Children in the third grade are no strangers to fairy tales because they have learned many fairy tales in the first and second grade. However, this is the first time for me to understand or analyze the characteristics of fairy tales. Chinese elements in the third unit of the third grade Chinese language volume: Feel the rich imagination of fairy tales and try to make up and write your own fairy tales. At first glance, some teachers may think that it is too difficult to ask children in third grade to create fairy tales? If we analyze the textbook carefully, we will find that the four texts in this unit, \”The Little Match Girl\”, \”That Will Be Nice\”, \”Traveling in the Cow\’s Belly\”, and \”A Piece of Cheese\”, respectively draw from the rich imagination of fairy tales. , anthropomorphic language, and inspiration, etc., allow children to deeply feel the characteristics of fairy tales in each story. In the \”Communication Platform\” section of the Chinese Language Forum, these three characteristics of fairy tales are once again clarified through the exchange and sharing of learning partners. The previous learning serves as input and acquisition methods, and the exercise part serves as output, which is practical application to test the children\’s mastery. Therefore, at the beginning of the exercise class, I still used the children\’s sharing to let them clarify the characteristics of fairy tales and enable them to use specific examples to illustrate their points. Then give the nine words in the exercise, analyze them according to the vertical columns, find out what they have in common, and finally conclude that the three columns of words represent roles (including characters, animals, plants), time, and place. This is what we want There are three basic elements when creating a story. After choosing a character, what we have to think about is what characteristics does the character have? Or what are the qualities of the character? This can also be used directly as the title. (What kind of thing: proud rose, helpful woodpecker, etc.) Because only by determining this first, can we start teaching the subsequent story content. What story will happen about the characters (or between characters)? To highlight his characteristics or qualities? Further guide children to pay attention to the \”story content\”, which corresponds to the characteristics of fairy tales \”anthropomorphic language\” and \”rich imagination\”. Because in fairy tales, both plants and animals can speak and act like people, and have joy, anger, sorrow, and joy; more importantly, what kind of stories will happen between them, highlighting their characteristics or qualities (this corresponds to the title) , highlighting the center), which also requires children to find corresponding methods from previous texts (for example, in the text \”That Will Be Good\”, several changes are used to highlight the role of seeds in the process of change. Positive and optimistic attitude towards life). Since it is a story, it must have obvious causes, processes, and results. The cause can be briefly introduced. The process of the story is the focus of children\’s writing. We can guide children to use \”language description\” in \”Traveling in the Cow\’s Belly\”, \”action description\” in \”A Piece of Cheese\”, and \”It Will Be Very Beautiful\”. The \”psychological description\” in \”Good\”… This writing method will unconsciously enrich the content of your fairy tale. The result of the story also corresponds to the characteristic of fairy tales that \”gives people inspiration\”, and also echoes the \”what kind of thing\” in the title. (The guidance I give to children in class is: ifIf the characteristics and qualities of the character in the title are excellent, then the inspiration is to learn from his excellent qualities and keep them consistent with the title; if the characteristics and qualities in the title are not good, then we should do some enlightenment at the end. I am trying to guide, contrary to what is stated in the title. ) At this point, an exercise is basically completed. However, because the children have just learned three methods of modifying incorrect sentences in the unit\’s Chinese garden, they can now put them into practice. After completing the exercises, they can try to use modification symbols to modify them, or they can exchange modifications with each other at the same table. Judging from the final writing results of the children, the teaching effect of this class is still good. The children were able to create their own fairy tales as required. However, due to the different levels of daily reading accumulation, there are still obvious differences in the language of the exercises. This also requires children to maintain good reading habits, think while reading, and continue to practice writing (such as keeping a diary).