Question 2: How to improve the ability to extract information? It depends on everyone, but it doesn't have to be too deliberate. If time permits, you can try a few books to write a reading summary or a book introduction, and you will get better gradually. You can also watch more news comments and compare the differences between yourself and commentators in news extraction; You can also pay more attention to new issues, which are often summaries of news. In a word, this is a delicate process. Don't worry. . .
Question 3: How to Cultivate Students' Ability to Extract Effective Information from Materials According to Fujian Province's "Content Framework of Primary School Chinese Academic Quality Test", the "reading" part of the Chinese academic quality test mainly examines students' four basic reading abilities (extracting information, perceiving the whole, forming an explanation, making an evaluation or solving problems) in three different test situations. This puts forward new requirements for Chinese teaching and examination. In short, Chinese reading teaching should change the traditional teaching methods, from focusing on content analysis to focusing on guiding students' understanding, perception and problem-solving ability, and improving students' reading ability and reading quality. Since last semester, our county has increased the score and weight ratio of reading questions in Chinese test papers, and also learned some teachers' opinions from the survey. Then, has proposition reform played its due guiding role in teaching, and has there been any new change in teachers' teaching methods in reading teaching? In order to know more about the teaching situation and analyze the problems, I observed and diagnosed the classroom teaching with the research theme of "How teachers cultivate students' four reading abilities in classroom teaching" as "Entering the classroom month". First, the main problem of classroom teaching 1, the method of extracting information is single. According to the basic requirements of the test proposition, "extracting information" is to cultivate students' ability to obtain multiple information from the text, which is embodied in "understanding the proper meaning of words or sentences in the text", "experiencing the feeling of words or sentences" and "being able to find beautiful languages or sentences". It is not difficult to see that it includes the understanding and experience of language and written materials. This requires teachers to guide students to understand the meaning of words in various ways (including using reference books, contacting the context, mobilizing the accumulation of existing knowledge and experience, etc.). ) and deepen your feelings through experience. However, in some classes, the teacher has simplified. First of all, they use the method of "explaining" or "telling students what thoughts and feelings the word expresses" to understand the meaning. Students' habit of using reference books has not been well cultivated, knowledge and experience have not become useful teaching resources, and the cultivation of autonomous learning ability has not penetrated into the teaching process. Second, the teacher's understanding (which is more from the explanation of teaching books) replaces the students' "experience". It is difficult for students to really walk into specific language situations to feel and experience the charm of language. Thirdly, "pluralism" becomes "monism", and giving students "standardized" answers becomes "insurance measures" for taking the exam. Fourth, the guidance extracts more direct information and less implied information. 2. Overall perception pays more attention to understanding ability than comprehensive and analytical ability training. The so-called overall perception refers to "the ability to form an overall perception and preliminary summary of the text content". In the process of classroom teaching, teachers can guide students' ability to capture keywords in context, but in some teachers' classrooms, the following problems are exposed: (1) Searching for keywords has become the main means, but it has not guided students to deeply understand key sentences or key sentences. (2) Summarizing the general idea of a paragraph has become the main way of overall perception. If the meaning of key sentences and paragraphs cannot be well guided and understood, it will be difficult to effectively cultivate students' comprehensive ability. (3) Only pay attention to summarizing the main content of the article, without well guiding students to grasp the thinking of the article from the perspective of content or thoughts and feelings, and students have a vague understanding of the internal relationship of the content of the article, so it is difficult to improve their analytical ability through training. 3. One-sided understanding of "formation explanation" can't make students read comfortably. "Formative interpretation" refers to "the ability to make reasonable explanations and inferences about related issues by using text information and personal experience". Therefore, solving problems, understanding the function of words, understanding the basic expression methods of the article and understanding the thoughts and feelings expressed in the article constitute the basic ability elements to form an explanation. In classroom teaching, the main methods adopted by teachers are: drawing central sentences; Underline sentences that use rhetorical devices; Distinguish the details of the article. Through these, we can easily find the existing problems: First, teachers did not design targeted questions before teaching, and the degree of thinking and challenge of the questions was not enough. Secondly, only let students know what they know (knowing is a beautiful sentence, but I don't know its effect in expression and expression. For example, some teachers stop at asking students to draw a picture when they encounter the figurative sentences in the text, and then ask what metaphor to use, or what metaphor to use, but they don't make students understand ... >>
Question 4: How to improve the ability to obtain information? Read more books, newspapers and surf the Internet. The more information collected, the better it will be.
Question 5: How to improve students' ability to extract information in classroom teaching According to Fujian Province's "Content Framework of Primary School Chinese Academic Quality Test", the modern text reading part of the "reading" part of the Chinese academic quality test mainly examines students' four basic reading abilities (extracting information, overall perception, forming an explanation, making an evaluation or solving problems) in three different test situations. This puts forward new requirements for Chinese teaching and examination. In short, Chinese reading teaching should change the traditional teaching methods, from focusing on content analysis to focusing on guiding students' understanding, perception and problem-solving ability, and improving students' reading ability and reading quality.
Since last semester, our county has increased the score and weight ratio of reading questions in Chinese test papers, and also learned some teachers' opinions from the survey. Then, has proposition reform played its due guiding role in teaching, and has there been any new change in teachers' teaching methods in reading teaching? In order to know more about the teaching situation and analyze the problems, I observed and diagnosed the classroom teaching with the research theme of "How teachers cultivate students' four reading abilities in classroom teaching" as "Entering the classroom month".
First, the main problems in classroom teaching
1, the method of extracting information is single.
According to the basic requirements of the test proposition, "extracting information" is to cultivate students' ability to obtain multiple information from the text, which is embodied in "understanding the proper meaning of words or sentences in the text", "experiencing the feeling of words or sentences" and "being able to find beautiful languages or sentences".
It is not difficult to see that it includes the understanding and experience of language and written materials. This requires teachers to guide students to understand the meaning of words in various ways (including using reference books, contacting the context, mobilizing the accumulation of existing knowledge and experience, etc.). ) and deepen your feelings through experience. However, in some classes, the teacher has simplified it. First of all, they use the method of "explaining" or "telling students what thoughts and feelings the word expresses" to understand the meaning. Students' habit of using reference books has not been well cultivated, knowledge and experience have not become useful teaching resources, and the cultivation of autonomous learning ability has not penetrated into the teaching process. Second, the teacher's understanding (which is more from the explanation of teaching books) replaces the students' "experience". It is difficult for students to really walk into specific language situations to feel and experience the charm of language. Thirdly, "pluralism" becomes "monism", and giving students "standardized" answers becomes "insurance measures" for taking the exam. Fourth, the guidance extracts more direct information and less implied information.
2. Overall perception pays more attention to understanding ability than comprehensive and analytical ability training.
The so-called overall perception refers to "the ability to form an overall perception and preliminary summary of the text content". In the process of classroom teaching, teachers can guide students to capture keywords in the context, but in some teachers' classrooms, the following problems are exposed:
(1) Finding keywords has become the main means, but it has not guided students to deeply understand key sentences or their functions.
(2) Summarizing the general idea of a paragraph has become the main way of overall perception. If the meaning of key sentences and paragraphs cannot be well guided and understood, it will be difficult to effectively cultivate students' comprehensive ability.
(3) Only pay attention to summarizing the main content of the article, without well guiding students to grasp the thinking of the article from the perspective of content or thoughts and feelings, and students have a vague understanding of the internal relationship of the content of the article, so it is difficult to improve their analytical ability through training.
3. One-sided understanding of "formation explanation" can't make students read comfortably.
"Formative interpretation" refers to "the ability to make reasonable explanations and inferences about related issues by using text information and personal experience". Therefore, solving problems, understanding the function of words, understanding the basic expression methods of the article and understanding the thoughts and feelings expressed in the article constitute the basic ability elements to form an explanation. In classroom teaching, the main methods adopted by teachers are: drawing central sentences; Underline sentences that use rhetorical devices; Distinguish the details of the article. Through these, we can easily find the existing problems: First, teachers did not design targeted questions before teaching, and the degree of thinking and challenge of the questions was not enough. Secondly, only let students know what they know (knowing is a beautiful sentence, but I don't know its effect in expression and expression. For example, some teachers stop at asking students to draw a picture when they encounter the figurative sentences in the text, and then ask what metaphor to use, or what metaphor to use, but they don't make students understand ... >>
Question 6: Cognitive ability refers to the ability of the human brain to process, store and extract information, which is commonly called intelligence, right? Cognitive ability refers to the human brain processing,
The ability to store and retrieve information,
That is, general intelligence,
That's right.
Question 7: How does geography acquire and interpret information? First, study the college entrance examination questions to understand the characteristics of geographical information presentation.
1. The examination information comes from outside the textbook and is novel. Geography test questions come from hot issues in reality, based on reasonable assumptions and reasoning, or from the study of geography topics in colleges and universities. Test questions often use brand-new materials and situations to link geographical knowledge with "geography in life" and examine students' core geographical literacy. When the new concept students involved in the examination information are not out of date, the materials will explain the concepts or principles, which requires students to interpret the information. Even sometimes the situation provided by the test questions conflicts with students' original conventional cognition, which requires students to call the ability to interpret and obtain information based on new problem situations in order to get rid of the confusion in solving problems.
2. Diversification and combination of information carriers. There are many forms of information carriers in geological science examination questions, including written materials, geographical images and tables. Sometimes, the combination information can be given in different forms such as words, charts and tables in the comprehensive questions to examine students' comprehensive ability. Whether they can obtain and interpret information effectively and comprehensively is directly related to the efficiency of solving problems.
3. The combination of explicit information and implicit information. Generally speaking, the geographical information provided in the test questions is often concise, and the questions will not directly explain all the geographical information, but will be implied in the materials. Only when the students find the information themselves can they make the next answer.
Second, get and interpret geographic information from different information carriers.
In the process of answering questions, some students did not read and analyze the questions carefully, answered by experience, or answered irrelevant questions, or missed important information. Therefore, it is necessary to cultivate students' habit of carefully examining questions. The carriers of geographic information are different, so the way to acquire and interpret geographic information should be "teaching students in accordance with their aptitude". The analysis is as follows:
1. Text information. Text information is the most basic way of information, including relatively independent text materials, as well as the names, quotations or explanations of charts and questions. Geographical written materials give the basic materials for solving problems, including the intention, content and method of examination. Its sources of acquisition mainly include:
(1) Textual materials: Textual materials are often carefully scrutinized, and information irrelevant to the center or with strong interference is basically discarded, while information useful for solving problems is relatively complete. Therefore, when solving problems, we must carefully read the information materials from the outside to the inside, extract useful information and make a comprehensive analysis.
(2) Question setting: We should carefully read the stem of the question, make clear the core question and its attributes, what kind of question it belongs to, and make clear the logic, preconditions and problem orientation of the question, so as to quickly extract the corresponding effective information from the background materials according to the question and call relevant principles and laws to answer it.
(3) Answers to test questions: The questions in the test questions are often interrelated, that is, the answers to the previous questions provide relevant information for the answers to the later questions.
2. Image information. Image information includes regional map, schematic map, statistical map, contact map, landscape map, etc. Geographic image information can be divided into explicit information and implicit information. Common explicit information includes
Question 8: How to cultivate students' ability to obtain information? The information acquisition ability of students mentioned in this paper mainly refers to the ability of students to acquire knowledge, find problems and solve problems independently in the process of learning knowledge and skills in and out of class, including the ability to read, collect, accumulate and use materials. Below I will talk about some personal views on the methods of cultivating these abilities in open Chinese innovative teaching: First, the cultivation of the ability to obtain information from reading. The cultivation of modern reading ability should focus on teaching students how to obtain information quickly and accurately from reading materials and the Internet. According to the long-term teaching practice, I think we should start from the following aspects. (1) Cultivating students' habit of consciously extracting information from reading materials, as a long-term behavior, is not easy to change for a while and has a great influence on people's life. Most people who do things have a good habit of extracting information from reading materials, and it is precisely because of this good habit that they are ahead on the road to success and become extraordinary people. (2) Basic methods and steps to train students to extract information from reading. There are many discussions about the methods and steps of extracting information from reading. I think the five-step reading method summarized by people's long-term practice is more valuable: one is browsing, the other is intensive reading, the third is intensive reading, the fourth is asking questions, and the fifth is commenting. As far as the above methods and steps are concerned, it can be said that reading is an excellent way to acquire knowledge and information.
Question 9: There are three specific requirements for how to extract information from punctuation marks: (1) Get information from the test questions, and understand the test requirements and test intentions; ⑵ Refine the effective content and value of information, and analyze and integrate it; ⑶ Organize the application of subject information to form comprehensive information interpretation.
The so-called information refers to the written materials, charts, various data, pictures, symbols and so on in the test paper. The so-called acquisition of information means finding and collecting information; The so-called interpretation of information means understanding and analyzing information. The process of obtaining and interpreting information includes the thinking process of discovering information, judging the degree and importance of information and extracting effective information. From the examination point of view, obtaining and interpreting information is firstly manifested in the accuracy of the test questions, and secondly, it is able to grasp the nature of all kinds of information and respond to the information provided. In fact, the processing of information will directly affect the quality and speed of solving problems.
When doing the problem of material analysis, it is actually the process of obtaining information to the maximum extent by sorting out materials from outside to inside, from here to there. When the proposer selects the scattered historical paragraphs and charts one by one and combines them organically, supplemented by various types of questions, the new materials and situations formed in this way deepen the difficulty of reading, but the answer is hidden in the materials and the knowledge learned. Therefore, after carefully examining the questions, students should carefully take the materials, grasp the connotation of the materials and find out the effective information. 1. Time reflected in the examination materials. Time is a sign that history is at different stages of development. Pay attention to the time information, and you can analyze the materials in different historical stages. The time information in the material questions is scattered in every corner of the material, or expressed in the material text, or hidden in the expression of the time and source of the material. When reading, students should pay attention to circle the time, connect with the existing concept of historical stage, make clear whether they belong to the same period, and then understand the material in combination with what they have learned. 2. Review the class nature of the characters in the materials. Different characters always look at the problem from their own standpoint, so grasping the class attribute of the characters in the material will help students analyze the true meaning through the literal representation of the material. 3. The hierarchical relationship of words in the trial materials: the material questions are informative, and punctuation marks (especially semicolons and periods) and key conjunctions should be used when reading (because but
) hierarchical, understand the meaning of each level and the relationship between each level, pay attention to the summary of the text, summarize the core content reflected by the material. In addition, we should also pay attention to the key points of each paragraph. 4. Effective information of materials. Effective information refers to the information contained in the material, aiming at the questions after the question and answering the questions practically. It mainly includes two aspects: first, the basic historical facts reflected in the materials, including the time, place, people, the cause, process and result of the event, which we can generally obtain directly from the sources, notes and contents of the materials; The other is the author's viewpoint and historical development law reflected in the material, which is actually the process of material processing. After obtaining the effective information of the material, we should also compare the basic historical facts reflected in the material with the truth of objective history, and compare the viewpoints reflected in the material with the law of historical development and historical materialism to determine the author's class position and value orientation, so as to judge whether the historical facts reflected in the material are true, correct and contrary to the law of historical development.
Question 10: How to extract effective information from materials and cultivate students' comprehensive literature problem-solving ability? Historical data analysis is a kind of question to examine students' comprehension ability, induction ability and writing expression ability. It meets the needs of the renewal of educational concepts and the transformation from exam-oriented education to quality education. At the same time, as one of the three major types of questions, it also permeates into the two major types of questions: multiple-choice questions and question-and-answer questions, forming material-based multiple-choice questions and question-and-answer questions. It can be seen that the material analysis question is a kind of question with strong vitality and has an excellent development trend. However, due to the wide source of materials, large amount of information, high level of examination ability, and the characteristics of new situations, new problems and new viewpoints, there are still quite a few students who can't adapt to it, and they lose serious points in the exam. So, how can students do a good job in material analysis?
I take the following topic as an example: how to train students to improve their ability to extract historical and effective information;
Read the following materials:
Materials-warships, firearms, and training methods.
-Atlas of the Ocean
The second part of the material is adapted from the wisdom to build a processing ship.
-Complete Works of Zeng
Material 3: "If westerners want to be self-reliant, there is no way to revitalize business"; "At first, learn to fight against outsiders, and then fight against outsiders"; "the power of the monarch is above, the power of the democrat is below, and the power of the monarch and the people is equal"; "If you want to be fair, don't be in Zhang Guo; If you want to be a country, don't win the hearts of the people; If you want to win the hearts of the people, don't let the emotions pass; If you want to know the situation, don't set up a house. "
-Zheng Yu
The foundation of the four reforms of materials lies in cultivating talents; The prosperity of talents is to open schools; The establishment of the school is changing the imperial examination. All requirements are great, and the official system is also changing.
-"Great discussion on political reform"
Please answer:
(1) What political factions' views are reflected in the above materials? Summarize its basic ideas.
(2) Compare the similarities and differences between material 1 and material 2.
(3) What is the meaning of "commerce" in Material 3? What does "business war with outsiders" mean?
(4) What progress has been made in learning from foreign countries?
1.
In the training of examining questions, I emphasize time, place, keywords, tips, material sources and questions, which can be used as the basic methods to cultivate the ability of information extraction. If these methods are applied to the training of information extraction ability, we can get twice the result with half the effort.
● Review the problem.
That is, reading the material with questions. To do material analysis problems, we usually look at the problems behind the materials first, then look at the related materials with the problems and analyze and solve the related problems. This can not only save the time of answering questions, but also improve the accuracy of answering questions. For example, when we do the above questions, we should read each question first, and then go to the corresponding position of the material to find the answer. For example, the question (1) asks about political factions and basic ideas, so we should think about these two questions from the perspective of materials and sources, without taking time to think about the background, influence and performance of these factions and ideas. Question (2) Comparing the similarities and differences between material 1 and material 2, we go directly to material 1 and material 2 to find the answer.
● Review keywords and phrases
That is, learn to catch key words. There is a skill in reading materials, that is, to grasp the key words in the materials, so as to see the problems accurately and quickly. Like the third material in this topic, we can grasp the central idea of this material by grasping the key words of "commercial war", "rule by the people" and "establishing parliament" The key word of material 4 is "all requirements are great, and the official system is changing". This is a shortcut to reading materials.
● Review the sources of materials.
That is, pay attention to the source of reference. The material of the material analysis problem consists of two parts: material content and material source. The content of the material is important, and the source of the material can not be underestimated, let alone ignored. Because the source of the material can generally let us know the author, time, place and quoted article of the material. This information can often help us to accurately understand and grasp the content and ideas of the materials. For example, the above information tells us that it comes from Atlas of the Sea Countries, Complete Works of Zeng, Zheng Yu and Introduction to Reform, which are all explained in these books. Combining with the teaching materials, we can understand the relevant materials more clearly. The Complete Works of Zeng and Zheng tells us who the author is. We don't need to look at the materials, we just need to review what we have learned and know the factions and ideas they represent.
2. Be faithful to the material
Part of the materials selected for material analysis topics come from the contents of textbooks, and more are from articles that we have not learned. Their understanding of historical phenomena and essence may not be consistent with that of textbooks, so when we do problems, when the given materials are in contradiction with the contents of textbooks, we must first be faithful to the materials. In particular, the topic requires "according to the materials", finding the basis, summing up ideas, comparing similarities and differences, and analyzing. & gt