The training of listening in the junior and junior grades

In Spoken Chinese, the cultivation of listening is not only the basis of oral training, but also an important part of oral training. If you don't listen, you won't say it, just like sputum and dumb often appear in the same person. "Listening" is a form of human body feeling. It is an important way for children to learn language, obtain information, master knowledge and develop intelligence. Whether in classroom or extracurricular activities, “listening” is an important way to internalize students' knowledge.
Because of the long-term influence of "heavy words and light spoken language", the training of listening and speaking has always been a weak link, especially the training of listening is more neglected, so that the primary school students' hearing is generally poor. The main reasons are as follows:
1, listening to incomplete. The students “listen” to the lack of concentration and attention, so that the “listening” information is unclear, unreal, and incomplete. The students' "listening" is influenced by factors such as interest and environment, and the attention is not durable, which makes the students' "hearing" lower and the effect is very poor.
2. Just don't want to. In the process of “listening”, students only pay attention to the appearance of knowledge, only pay attention to the participation of hearing, and the lack of participation in thinking makes the level of “listening” of students shallow and the effect is not good.
3. The teacher does not practice. Teachers do not pay enough attention to the training of students' ability to "listen". They do not have the proper position, the training form is unconscious, and the training is not planned, so the potential of students to "listen" has not been tapped.
4, the lack of listening methods. Not good at listening and thinking, while remembering, can't understand and remember in the connection of words. So I often listen to the first sentence, can't listen to the later sentence, or forget while listening.
In the basic skills training such as “listening, speaking, reading and writing”, “listening” ranks first, and it is the basis of the other three skills. The ability of students to "listen" and the effect of "listening" are closely related to students' intellectual and non-intellectual factors. Grasping the ability of students to "listen" to cultivate this point can promote the development of non-intellectual factors and intellectual factors.
Hearing is a unique intellectual activity of human beings and a cognitive ability of people for language information. The obedient process is to input language information while understanding language information while storing language information. In addition, the sound language has the characteristics of "sounding words", and it must be responsive when obedient, so that it can be expected to have strong resilience. It can be seen that obedience is crucial and cannot be ignored.
Hearing must be cultivated from an early age. Because listening training can cultivate students' concentrated attention, agile thinking, association and memory. If a student grasps the main content of the teacher's explanation in a very short time, this indicates that his level of thinking and memory level are good. Conversely, students who are experiencing difficulties in learning tend to have poor hearing. Therefore, listening, speaking, reading and writing are complementary, and listening training can also promote the development of other abilities.
interest is the best teacher. First-year students are curious, their attention is easy to distract, and they often appear unintentional or general observation. The cultivation of students' ability to "listen" should be based on the age characteristics of students and the actual learning, combined with the three abilities of "speak, read and write" to train students from listening to a sentence to understanding a few words and a paragraph. ,an article. The term "understanding" here refers not only to listening to the physical shell of "sound", but also to quickly synthesize and synthesize the content that is heard, to form a representation, to be deeply imprinted in the mind, and to pass preliminary judgments. Inductive, reasoning, and feedback on the information you hear.
With the development and perfection of modern sound technology, the direct replacement of sound by text has become more and more important, and the cultivation of listening has increasingly shown its importance. Teachers should actively guide students to use these channels to make obedient training an integral part of Chinese teaching. Therefore, training students to learn to "listen" is an important task to improve the efficiency of classroom teaching and promote the development of students' thinking.
The listening training of children in the national stage must be gradually achieved through solid language training. In oral training, what kind of obedience can children develop? The "Nine-Year Compulsory Education Guidelines for the Teaching of Chinese Language and Small Languages" clearly stipulates that you can understand Mandarin and listen to people to concentrate and understand the main meanings. Among the requirements of these three aspects, the training on Mandarin should be consistent throughout the grades. Especially when training begins in the first grade, strict requirements, strict training, and good habits should be developed. Step by step, gradually improve according to the requirements of the grade, reflecting the stage of training.
Listening and speaking are all in the category of spoken language. The level of listening has a great influence on speaking ability and literacy. Therefore, cultivating students' listening is an important task of oral language training.
The way of listening training:
1. Listen while listening.
Children in lower grades listen to people, and they must listen carefully to one word, one word, and one sentence. Teachers allow students to identify the agility of students' thinking by identifying multiple voices, identifying language errors, correcting dialects, and linguistic diseases.
The so-called sound is the requirement to correctly recognize the voice, accent and pitch. To obey, first of all, you must listen to the pronunciation and intonation to understand the information contained in the language. Speech recognition is even more important when the language used is not a local dialect. The specific method should be combined with the teaching of Chinese Pinyin to cultivate students' ability to listen to the sound. In the "Practice" of the new textbooks of the National Language Language, relevant exercises have been arranged. The content can be roughly divided into three parts: initials, finals, and tones. Forms distinguish between near-sound words, comparative multi-sound words, listening and reading tongue twisters, etc. During the teaching, the teacher can read the initials, finals, syllables, let the students imitate the pronunciation practice, and then develop the ability of the students to listen to the sounds by looking for cards or playing games.
The so-called discrimination is to let students identify the correctness of language information, train students' ability to analyze and judge, and improve the sensitivity of listening. For example, when I heard about the training class, I could mix some wrong words and sentences in the sentence and paragraph to let the students make judgments, point out the mistakes, and correct them. The second book of Exercise 2, Question 6 is arranged for this training. One of them is “Spring, the pink lotus blossom is really beautiful.” This can be done during teaching:
Teacher: Children, listen to the teacher and read the sentence. When you listen and think, this sentence is right or wrong, right, please applaud three times, it is wrong, please shake your hand, and think about what is wrong, how to change.
Teacher: In spring, the pink lotus blossoms are so beautiful.
Health: Shake hands.
Teacher: Why is this sentence wrong? Please tell me the reason.
Health: Because the lotus is open in summer, so wrong.
Teacher: It’s really good. What should I say in this sentence?
Health: Spring, the pink peach blossoms are so beautiful.
Teacher: What else can you say?
Health: In summer, the pink lotus blossoms are beautiful.
Special training can also be carried out to directly cultivate the quality of students' listening and improve the quality of students' listening. If you read a sentence, put the accent in different parts, let the students talk about the meaning to be emphasized, such as "I am Chinese," and put the accent on "I", that is, emphasize "Who" is Chinese; Putting accent on "yes" emphasizes "is not" Chinese. Another example is to quickly read a paragraph that students have not touched, let the students talk about the meaning of this passage and so on.
In addition, you can also conduct discriminative training when you are commenting on writing, and you can use the method of discerning to guide students to master accent, pause, tone and other reading skills.
2. Listen while listening.
When a primary school student listens to a person, it is easy to understand one sentence or two sentences, but if the story is long, it is often incomplete and misses some content. Therefore, in the teaching, the child should be instructed to listen and silently remember in his mind. There are many ways to remember, mainly when the students listen to the main content, catch the key words, and grasp the central sentence. Only then can you remember to remember, and remember. Teachers can give a story, a piece of news, ask questions before listening, listen to students and improve their listening. In this way, it not only cultivates the students' ability to listen and remember, but also cultivates the students' ability to speak. For example, in the fourth book of the whisper, the second question, "The cat doctor crosses the river", "listen to the answer", the training can be carried out in this way: the first step: train the students to look at the picture carefully, and talk about the small animals painted on the picture. Who is talking about who? Step 2: Listen to the teacher telling the story. When you listen, remember: Why do cat doctors cross the river? Why can't cat doctors cross the river? After listening, let the students repeat the sentence according to the sentence "because...so...". Step 3: Can you tell the story of this story to everyone? The students said to each other at the same table. In this way, it not only cultivates the students' ability to listen and remember, but also cultivates the students' ability to speak.
Listening to other people's speeches must be listened to and remembered, and the latter should be remembered in order to leave a complete memory representation. The brain speech and hearing area can carry out a series of thinking activities such as analysis, judgment, reasoning, etc. Understand the purpose. In order to cultivate students' ability to listen and remember, we can often let students conduct "listening after listening" training. In this way, students can effectively improve their ability to listen and remember.
3. Think while listening.
To speak to others, you must first listen to the words and silently write them down. This is the premise. I have to think about what he said, what he understood, and what else he did not understand. Whether you are in peacetime or in class, you should think hard, just don't want to listen, and the content you listen to can't be remembered. It is necessary to guide students to be good at grasping the key points, to be good at grasping the ideas of others' speeches, to achieve the unity of the teachers, the texts, and the three ideas of themselves, and to master the essentials of listening.
Listening to people can also grasp the key points and grasp the main theme. This requires listening to your ears and thinking in your heart. In order to cultivate students' habits of listening and thinking, it is necessary to pay attention to let students learn to "listen with questions." Let students listen and think and further improve their ability to listen.
Some articles say that they are full of imagination and give people a rich imagination space. When learning such texts, I will guide the students to follow the author's ideas and continue to imagine and practice speaking. For example, when studying the article "Fox and Crow", the students have initially known that the text mainly talks about the fox trying to deceive the meat in the crow's mouth. I designed the question "What do foxes and crows think?", training students to think diffusely and guiding students to express their opinions boldly. When I read that the fox saw a piece of meat in the mouth of the crow and got a drool, I asked the students what would the fox feel at the moment? When the crow heard the fox praise its feathers beautifully, singing and listening, what did it think? Through imagination, they say what they want to say in their hearts, childlike, true and lovely, and achieve the purpose of speaking training.
In the textbook, “seeing the picture and writing words” material, a little change, can also become a good material for listening and speaking training. For example, in the lesson after the glass window was broken, I first showed the first piece of football and a window with broken glass. I said to the students: "Xiao Ming and Xiao Gang played football in the yard after school. I accidentally flew to the window of the grandmother’s house, only to hear a 'beep'...” and then showed a second slide with a thumb up and a few yuan of RMB, followed by Said: "Please ask the students to complete the imaginary story according to the content of the story reflected in the previous picture." Some said: "Xiao Ming and Xiao Gang dare to admit mistakes, take the initiative to take out their own pocket money to get together to compensate, get the grandmother's "Like"; others said: "Xiao Ming and Xiao Gang quickly hid, and later they were criticized by adults. They felt wrong. They went to the grandmother's house with the grown-ups and apologized to the grandmother."
4. Write while listening.
Dictation is a kind of listening and writing training. Listening is the premise, and writing is the result of listening. Only when you understand it can you write it correctly. The steps of training can be dictated by a sentence to a few words and a paragraph. The way of dictation can be the teacher's side report, the student writes; or the teacher can report it completely several times, and then let the students recall and write down the content. Dictation is one of the most basic forms of training and listening ability. Long-term training can make students concentrate when they "listen", develop good habits of "listening", and carry out written language training to enhance memory.
Listen to words and amplify the volume of listening. After the students perceive the text and understand the words, they will train the listening words. Of course, this is not to dictate one by one, but to divide the words to be dictated into chunks with different numbers of words. The first time I only listen to one, the second time I report two, and the third time I report three. Only report once each time, so that the number of listeners is constantly increasing. In fact, the words in each chunk are not irrelevant and have no connection. This kind of training not only subtly confuses the method of listening, but in the long run, it is sure to continuously expand the capacity of the listening.
5. Enjoy listening while reading.
Listening and listening enjoyment is specifically listening, reading, and enjoying. It uses audio-visual, text and picture teaching materials to guide students to appreciate language, music, art, evaluate characters, and cultivate children's sentiments from childhood to conduct beautiful education.
This naturally combines fun, knowledge, and ideology organically. Through listening, reading, and speaking, students learn something, enrich their imagination, improve their reading ability, and develop reading ability and preliminary Appreciation ability.
Evaluation of listening training.
Observing whether students' hearing has progressed, they can be tested and evaluated from the following aspects:
1. The teacher said a paragraph, let the students grasp the main content of the teacher's explanation in a very short time, which indicates that his level of thinking is better. Conversely, students who are experiencing difficulties in learning tend to have poor obedience.
2. Check if the students have the habit of listening carefully to others. The process of listening is the process of understanding, and the ability to listen is actually the ability to understand. Regarding the content of understanding, it is necessary to gradually improve and gradually improve according to the requirements of the grade, reflecting the stage of training. Spoken language training sessions are arranged once a week and evaluated in stages. The first stage: arrange some students to talk, and observe whether other students have interrupted in the middle. In this phase, the number of students requiring insertions is gradually reduced, and only a few students are interjected to show that the training has improved. The second stage: requires almost no one to interject, if this level is reached, it indicates that the student's hearing has improved. The third stage: not only requires no students to interject, but also students are more active and can answer according to the questions asked by the teachers. This shows that the research of the subject has been harvested.
3. Leveld training. The training objects are divided into two levels: the rapid development of hearing and the slow development of hearing. For students with faster hearing development, we ask that they do not interject in the first stage. In the second stage, they can grasp the main meaning of the teacher's question and answer it. In the third stage, they can answer completely. For students with slower listening development, in the first stage, we only ask them to do not interject, and give hints to the students who interjected. In the second stage, they are required to do not interject, and Answering the teacher's question, in the third stage, they are asked to grasp the main content of the teacher's explanation.
Specific training methods:
A. Repeat after listening.
This is a training method that listens first and then talks. Children in lower grades like to listen to children's songs and fairy tales. The way of training can be combined with audio-visual methods. While watching pictures or objects, listen to the teacher's dictation. The training in the lower grades can be repeated twice. If the content of the listening is more complicated, it should be step by step and repeated in steps. After the retelling, it is necessary to evaluate and improve the ability of students to listen.
B. After listening, repeat.
The ability of the national minority to listen to the discourse is not strong. The training after the listening can develop the ability of students to concentrate on obedience and cultivate a serious and responsible attitude.
In teaching, the teacher first tells the content to be described, and then lets the students recall, then let the students practice the paraphrasing, and finally the teacher points. Although the retelling is not entirely in the original words, the retelling must be objective, complete, and correct. Teachers can design some paraphrasing exercises.
C, listening to the disease.
It is helpful to improve the language's ability to discriminate and express language. This kind of practice should be carried out randomly in the usual Chinese teaching. In addition to regular listening and speech training, you can also design exercises to listen to the disease.
D, dictation.
The dictation is a sentence, a few words or a paragraph spoken by the teacher. After the student listens, write it down. The lower grade guidance dictates a sentence and asks the students to listen to the sentence and ask the students to listen and then write it down.
Through nine months of training, the above results were statistically analyzed, and the results of practical research were harvested.
E. Hold various events.
a, go to nature.
"Going to nature" is also a oral communication training. In the autumn, under the leadership of teachers or parents, organize students to go to nature to take a look and cultivate students' ability to observe and express. Go to the fields and take a look at the scenes of mature crops such as rice, sorghum, and soybeans; go to the vegetable fields and see the scenes where the farmers harvested grapes, oranges, and pears; go to the woods, pick up the leaves, catch A hide-and-seek... Then organize a “go to nature” theme class in the class to discuss and discuss: What interesting things are in the fall? Such as: help the fruit farmers to collect grapes, go to the woods to make leaves, make specimens of plants, go fishing in the small river, learn and play in the bamboo garden... In the discussion, you should say what you see, and pay attention to the order of observation. .
b. Buy stationery.
Teachers combine students' actual life and ask students to go to the store to buy stationery, develop students' communicative and expressive skills, and learn to use polite language. When buying stationery, remind the students to pay attention to the following questions: When you step into the door of the stationery store, what does the salesperson say to you? What is his attitude? What is the tone of speaking? What impression did you leave on your compensation? What did you say to him? Is it polite? How does the sales clerk serve you when you ask? Is he enthusiastic when you choose stationery? Have you bargained? What did you say when you bought the stationery out of the store? In the process of talking with the salesperson, pay special attention to civility and generosity.
After the students bought the stationery, they asked them to talk about the process of buying stationery in the group, and then chose to say it well in the class.
c. Call.
"Calling" is a kind of oral communication training. During the training process, a group of four people will perform a call. The two called each other, and the two listened and commented. When you call, you should explain the problem and make it clear. Also pay attention to the use of "please", "hello", "thank you", "goodbye" and other polite words. After the performance of the group, the students who recommended the phone call were given a stage to perform the lecture, and the teacher instructed the students to give a comment. After returning home, call a classmate, teacher, relatives and friends. See what you said? What did others say? Tell the classmates what they said.
Listening training program.
Listening training is mainly taught in the classroom. It can be divided into the following programs:
1. The teacher asks the student to answer.
In the first stage of training, the research of the subject can be realized by the way the teacher asks the student to answer. At this time, students are required to answer the questions raised by the teacher more completely. The question is mainly the responsibility of the teacher, and the student only asks to answer the question raised by the teacher accurately.
2, half and half put.
When the training is carried out to the second stage, you can choose the semi-reassuring and semi-discharge method. Because, at this time, students' listening has made certain progress, teachers can try to ask students to ask questions and let other students answer. Teachers can give appropriate help when students have difficulty asking questions or if students have difficulty answering questions. In this way, students' hearing can be greatly improved.
3, all let go.
This is the approach taken by the student's listening training to the final stage. At this time, when students speak, they can capture information, concentrate more, listen while thinking, and have mastered the methods that should be noted when listening to others. Therefore, the teacher can completely let go at this time, let the students ask questions, answer them by themselves, and answer the questions more completely.
"Listening" is the process of transforming sound into semantics. Only by improving the ability to listen can you truly improve the level of oral communication. Through the training of listening, it not only cultivates the students' ability to listen and remember, but also cultivates the students' ability to speak. Even if students develop a good "listening" habit, they also carry out written language training to enhance their memory.
Through listening, reading, and speaking, students have learned a lot, enriched their imagination, improved their reading ability, and developed their ability to read aloud and their initial appreciation.