What level of knowledge should a first grader of primary school have?
Chinese: Be able to pinyin, accumulate ancient poems, good words, and good sentences. Mathematics: Be proficient in addition and subtraction, and should be actively interested in puzzle-related topics. English: Memorize the 26 English letters and be able to use words to make sentences. Personally, I think hands-on ability is also very important. What level of English should be achieved in the first grade of primary school?
Know 100 to 200 basic words, conversations, and simple greetings. What knowledge does the first grade primary school textbook contain?
What knowledge should children’s songs and texts teach the first grade primary school students about mathematics
In order for students to achieve the best results in mastering learning methods, they must find a way that is consistent with children's age characteristics, personality characteristics, knowledge level and learning content. Such approaches urgently need to be studied, explored, and summarized in practice. According to the experiences of some teachers, the usual ways for primary school students to master learning methods in classroom teaching can be summarized into three types.
1. Specify - try
Specify is the teacher's active guidance, prompt, and explanation; try is the student trying to do what the teacher specified.
The mastery of learning methods, like the acquisition of knowledge, has a development process from scratch to something, from less to more, and never to perfection. In the beginning, to a large extent, it depends on the teacher's active and clear guidance in the process of teaching knowledge. For example, how to speak and answer questions, how to write, how to spell syllables, how to observe illustrations, how to memorize glyphs and understand word meanings, how to read words and sentences, how to form words and sentences, how to speak complete sentences, etc., all require teachers to teach students While putting forward learning requirements, explain the learning methods. Not only do students who are new to school need to be informed in advance, but students in middle and upper grades who have already mastered some knowledge and learning methods also need to be informed in advance when entering more difficult learning content. For example, the method of using the central sentence to create a paragraph; the method of connecting paragraphs to summarize the main content of the article; the method of summarizing the main content of the article and analyzing the author's writing purpose, etc., should also be learned during the first contact. These methods are specified by the teacher in advance.
But only the teacher’s instructions will not work without the students’ attempts and application. Only when combined with learning practice, using the specified learning methods, practicing many times, and receiving the expected results, can we say that we have mastered this learning method.
2. Demonstration - imitation
Demonstration is when the teacher uses teaching methods to set an example for students to learn; imitation is when students understand the essence and use it to learn new and similar knowledge.
For primary school students to master learning methods, based on the psychological characteristics of children who are good at imitating, teachers need to intentionally, accurately and clearly demonstrate to students whether they are in the early stages of school or entering middle and senior grades. The methods and steps used to understand a certain type of text, a series of thinking questions designed to understand someone, something, or something, and the process of breaking through a certain difficulty and guiding students to analyze and reason are displayed in front of students. , allowing students to get inspiration from the teacher's teaching methods, understand the essence of the teaching method, stimulate imitation psychology, and then use the teacher's demonstration method to learn new and similar knowledge, which can play the role of "teaching methods are taught one way, and learning methods are inverted." role.
What is different from "demonstration" to "imitation" and from "indicating" to "trying" is that this is an invisible guidance and an internal process of students' psychology from perception to understanding. It is achieved through invisible and intangible thinking activities.
3. Review - Summary
Review is self-discovery, self-experience, and reflection on the learning methods you have used; summary is, on the basis of review, evaluating and evaluating the learning methods you have used to learn similar knowledge. processing and incorporating it into the overall structure of the learning system.
Students master learning methods. Some are specified by the teacher and then tried, some are demonstrated by the teacher and then imitated. Some are neither specified, tried, nor demonstrated and imitated, but are left to the students themselves to explore and imitate. create. Even if the teacher has pointed out and demonstrated it, sometimes students will modify some parts and create methods suitable for their own characteristics. A student's knowledge base, personality development, and brain function are all different. Students should be encouraged to seek different methods suitable for their own characteristics based on their own characteristics. Learning has rules but no fixed methods. Learning methods that conform to students' individual characteristics are often explored by students themselves in practice. The reason why some students have particularly good learning results is that, in addition to being diligent and hardworking, they have created effective learning methods that suit their own characteristics. The learning method of creation and discovery is much more effective than the learning method of teaching. Many students have indeed created many good learning methods. They should choose the opportunity, arrange time, guide students to review the learning process, reflect on the learning methods used, analyze and compare one by one, eliminate learning methods that have been proven to be ineffective, and summarize the methods that are suitable for learning. The scientific method of objective laws has been sorted out and certain creative and correct methods can be established.
From "review" to "summarization", it is also a complete process of mastering learning methods. It must be summarized in time on the basis of review. Only "reviewing" without "summarizing" cannot gradually form a well-structured method learning system, and fragmented methods cannot achieve effective transfer.
Review - Summary is generally arranged as a link in teaching. Sometimes it can also be carried out in the form of opening-of-school method exchange meetings, "Learning Method Collection" columns, etc. Using the form of group activities to implement multi-directional communication among classmates can not only encourage students to summarize their own learning methods, but also promote students to continuously explore learning methods in depth.
From "specifying" to "trying", from "demonstration" to "imitation", from "review" to "generalization", it is a dialectical and unified development process of mastering learning methods. They are interdependent and inseparable. Specifying - trying, demonstrating - imitating, reviewing - summarizing are three different levels and levels of approaches, from low to high, from shallow to deep. It should be selected according to different learning contents and the specific situations of students at different levels. Sometimes they can also penetrate each other and cooperate with each other. What words should be known in the first grade of primary school
All the words in Chinese books and common words in life, such as the names of shops and simple products in supermarkets, as well as the words in books suitable for young children in supermarkets It is best to learn Chinese characters from Pinyin. Many books have Pinyin, which can help children memorize and greatly expand their knowledge and imagination.
I believe that when children first enter school, the focus is not on how much knowledge they have, but on how to develop good study habits as soon as possible, so as to lay a solid foundation for lifelong learning. the basis of.
Good study habits include many contents. For first-grade students, parents should focus on helping their children develop the following aspects:
1. Listening habits. The current classroom teaching method in our country is generally based on teacher lectures. Especially in primary school education, teachers talk a lot and are very specific and detailed. This requires first-year students to pass the "listening test" first. We can make a small calculation: from elementary school to high school, if you have 6 classes a day for 12 years, excluding holidays, you will have to attend at least more than 20,000 classes in 12 years. It can be said that the central link in the student learning process is listening to lectures. If you get distracted in class and don't pay attention, the consequences can be imagined. Therefore, parents must educate their children about "listening to lectures" so that they can fully understand the importance of "listening to lectures" and cultivate the good habit of listening carefully.
2. Speaking habits. Because some parents and teachers do not pay attention to the development of children's "speaking" ability, many children have low language expression ability and cannot express their thoughts completely and fluently. In the long run, it may lead to children's psychological imbalance and a certain degree of psychological closure. As early as the 1950s, Chinese educationist Duan Lipei advocated that students "read, discuss and practice", and finally implemented the "eight-character teaching method" of "talking". Parents should pay attention to the cultivation of their children's "speaking" ability. At home, you should create more opportunities for your children to talk. Not only should you encourage your children to speak more and express more, it is also best to set up a fixed and specific time for communicating with your children. Never refuse your child, especially when your child wants to talk to you. No matter how busy the adult is, you must stop what you are doing and listen carefully to your child. This is also one of the positive and effective measures to encourage children to "talk".
3. Reading habits. The "reading" I emphasize here mainly refers to "reading books". Today's children spend too much time watching TV, which must be limited; at the same time, draw the children's attention to books. I once conducted a literacy survey among first-year freshmen in a primary school. The smallest student knew more than 300 Chinese characters. Parents should guide their children to read books by themselves. In addition to normal preview and review of textbooks, they should also expand their children's reading scope. Choose some illustrated books that are suitable for children’s age and psychological characteristics, such as fairy tales, science illustrated magazines, etc. While improving children's reading and understanding abilities, it also indirectly cultivates interest in learning.
4. Doing habits. Although schools are now working hard to reduce the academic burden of primary and secondary school students, moderate homework is a must. Through homework, you can understand and check your learning results in time, deepen your understanding and memory of knowledge, and develop certain skills and techniques. Therefore, parents should ask their children to complete their homework strictly within the specified time. Don’t develop the bad habit of watching TV, listening to music or eating while doing homework. The homework should be clean and tidy, and the handwriting should be clear and neat. It is normal for children to make mistakes in their homework. Parents should not check for their children. Instead, they should guide their children to self-check, discover mistakes in time and correct them in time.
5. The habit of thinking. "Thinking" means using your brain to think. During learning, children must be inspired to ask more whys and encourage them to get to the bottom of things. When something happens, let your children talk about their opinions. Even if they are wrong, they are the result of their "thinking" after all.
Of course, cultivating children's good study habits does not happen overnight. It requires children's long-term and unremitting efforts, as well as parents' patient cooperation, conscious training and reinforcement. Once children develop good study habits, parents will find that learning is very easy for their children.
What level of English should be achieved in the first grade of primary school?
Very simple,
26 letters,
1 to 10 numbers,
Simple words: apple, cat, dog... Something like this...
There are also simple daily communication terms: Hello! How are you... The cognitive level of first-year primary school students should be What requirements are met
Be able to understand the difference in size of numbers, simple counting and addition and subtraction within 20, have a preliminary understanding of the whole and parts, but cannot ask questions or think about problems, and be able to simply read and write Able to read books within the age range and have the ability to simply retell fairy tales that have been read. What are the scientific and technological knowledge in the first grade of primary school?
Physics: dispersion of light, reflection of light, propagation of sound.
Biology: Cloning, animal movement and behavior.
Geography: distribution of ethnic groups, location of provinces and regions, main crops and climate in various places.
Chemistry: Utilization of fuels. Looking for some basic mathematics knowledge for the first grade of primary school
Small knowledge about mathematics
The origin of mathematical symbols
In addition to counting, mathematics also requires a set of mathematical symbols to represent numbers. and the relationship between numbers, numbers and shapes. Mathematical symbols were invented and used later than numbers, but are much more numerous. There are more than 200 commonly used ones now, and there are more than 20 in junior high school mathematics books. They all have an interesting experience.
For example, there used to be several types of plus signs, but now the "+" sign is the most common. The "+" sign evolved from the Latin "et" (meaning "and"). In the 16th century, the Italian scientist Tartaglia used the first letter of the Italian "più" (meaning to add) to represent plus, and the cursor was "μ", which eventually turned into a "+" sign.
The "-" sign evolved from the Latin "minus" (meaning "minus"). The abbreviation is m. If you omit the letter, it becomes "-". In the fifteenth century, the German mathematician Wei Demei formally determined that "+" is used as a plus sign and "-" is used as a minus sign.
There were more than a dozen types of multiplication signs used in the past, but now two types are commonly used. One is "×", which was first proposed by the British mathematician Ocutt in 1631; the other is "·", which was first proposed by the British mathematician Heriot. The German mathematician Leibniz believed that the "×" sign resembled the Latin letter "X", so he opposed it in favor of using the "·" sign. He himself also proposed using "п" to represent multiplication. But this notation is now applied to set theory.
In the 18th century, the American mathematician Odelay determined that "×" should be used as the multiplication sign. He believes that "×" is written with "+" slanted, which is another symbol indicating increase.
"÷" was originally a minus sign and has been popular in continental Europe for a long time. Until 1631, the British mathematician Ocutt used ":" to express division or ratio, and others used "-" (division line) to express division. Later, in his book "Algebra", the Swiss mathematician Laha officially used "÷" as the division sign based on the creation of the masses.
The sixteenth-century French mathematician Villette used "=" to express the difference between two quantities. However, Recauld, a professor of mathematics and rhetoric at the University of Oxford in the United Kingdom, felt that it was most appropriate to use two parallel and equal straight lines to express the equality of two numbers, so the equal symbol "=" began to be used in 1540.
In 1591, French mathematician Veda used this symbol extensively in rhombus, and it was gradually accepted by people. Leibniz in Germany in the 17th century widely used the "=" sign. He also used "∽" to indicate similarity and "≌" to indicate congruence in geometry.
The greater than sign "〉" and the less than sign "〈" were invented by the famous British algebraist Heriot in 1631. As for the three symbols ≯, "≮" and "≠", they appeared much later. The curly brackets "{ }" and square brackets "[ ]" were created by Wei Zhide, one of the founders of algebra.