A Brief Analysis of the Positive Significance of ‘Three Minutes Before Class’ to Chinese Writing Teaching in Primary Schools Based on the Core Literacy of Chinese
Abstract
Chinese learning consists of four parts: listening, speaking, reading, and writing. The teaching process of Chinese writing in primary schools is inseparable from the practice of “listening, speaking and readingâ€. “Three minutes before class†not only can effectively exercise the ability of students’ listening, speaking, reading, and can stimulate students’ interest in writing. In addition, it can also implement the cultivation of Chinese core accomplishment in writing teaching and comprehensively improve the comprehensive quality of students, which lays a good foundation for students’ Chinese writing and thus promotes the improvement of their writing level.References
[1] Peng Yanhua.Reinforce The Basic skills of Chinese by using three minutes before class skillfully [J]. Curriculum Education Research,2020(15):35-36.
[2] Wang Yumei.The Effective Application of three minutes before class in Chinese Classroom Teaching in lower Grades [J]. Journal of Chinese Studies,2019(14):94.
[3] Liu Xiaorong.Reflections on the activity of “Three Minutes before Class†in Junior Middle School Chinese [J]. Inner Mongolia Education,2019(14):102-104.
[4] Zhang Zhaoqing.3 minutes before class: Pry the fulcrum of language accumulation [J]. Essay On the Road to Success (Part Ii),2019(03):65.
[5] Liu Haiqiang, LV Xuebing.A Preliminary Study on speech three minutes before Chinese Class [J]. Literature Education (I),2019(12):179.
[6] Zhan. Distance by small steps, so far -- the positive significance of “three minutes before class†to improve students’ Chinese literacy [J].Primary School Teaching Research,2018(12):93-94.
[7] Fang Zhicheng and Gong Ruyun.Research on the Influence of speech Content three minutes before class on Chinese Reading Teaching [J]. Modern Chinese (Teaching Research Edition),2017(03):114-116.
[8] Sun Bin. Importance and Role of speech three minutes before class [J]. Gansu Education,2017(02):103.
[9] Zhao Jing. Cultivation of National Cultural Identity in Mother Tongue Education [J]. Modern Chinese (Teaching and Research Edition),2013(07):36-37.
[10] Lin Huwei. Connotation and Realization Path of “Core Accomplishment†in Primary School Chinese Subject [A]. Intelligent Learning and Innovation Research Committee of China Society of Intelligent Engineering. Proceedings of 2020 Academic Forum on Educational Informatization and Educational Technology Innovation (Nanchang venue) (iv) [C].Committee of Intelligent Learning and Innovation Research, China Society of Intelligent Engineering: Chongqing Dingyun Cultural Communication Co., LTD., 203:3.
1.jpg)
