He was the first child I received from Dongcheng student home in Jiang’an county founded by me, named Liao Yifan. He is 14 years old this year, studying in the second grade of liugeng Middle School in Jiangan county. He was originally a child I used to tutor in other tutor training institutions, but his mother thought my tutorial effect was good, I want him to follow me. When I first met him, I was still working in the tutor Wang Education Center as a full-time teacher. At that time, he was just in the first year of junior high school and only got 40 points in Chinese. The school teacher warned parents not to study in that class if the final exam was not good. His parents and the boss of the training center were very anxious and asked me to give him a tutorial. I read his examination paper carefully and knew his general situation: The Foundation was weak, the reading part was deducted more points, the composition score was lower, and the score of 40 points was only, classical Chinese translation and reading are also poor. I communicated with him for ten minutes, then combined with the test paper to help him analyze his shortcomings, point out the general direction of improvement, and formulate the key points of tutorial. According to his conversation, I knew that his Chinese score was not good since he was a child, which was about 70 to 80 years old, and none of them was admitted to 90 years old. In this way, it seems that his Chinese tutorial should be carried out comprehensively. Therefore, I specially designed the teaching plan for him and made the teaching plan: Pay attention to the foundation, cultivate reading ability, classical Chinese literacy and train writing. Tutorial classes are only held on weekends, only once a week, once for two hours. Based on teaching materials, I review one unit each time. First of all, we use his teaching materials together. I help him draw important notes below the text, including common sense of literature, pronunciation and explanation of key words, meaning of key idioms, writing difficult to write and pinyin, then give him some time to remember and review and understand. When he said yes, he would conduct spot checks. The first few times were all spot checks. If he didn’t master it, he would remember it immediately and conduct spot checks again until he mastered it. Review the second lesson after the end of the lesson, and review lesson by lesson. Of course, I will tell him the status of each lesson in the textbook and in the senior high school entrance examination, which makes him realize that he can prioritize in reviewing and cannot use his power equally. Classical Chinese is a new content for Junior One students, which focuses on mastering translation, including words, words, sentences and some basic knowledge of classical Chinese. In addition to reviewing this part of the content by using teaching materials, I have to practice and consolidate the exercises. I will select exercises by combining the knowledge of teaching materials and online examination questions, and strive for less but more refined, more refined and more complete, my method is very useful, because he has not been deducted points in classical Chinese in the final exam of the first semester of junior high school, and he is proud until now. In the final exam of the first semester of junior high school, he got 90 points in Chinese, and 92 points in the final exam of the second semester of junior high school. The classical Chinese part was basically correct. Modern article reading I look for extracurricular materials, download various articles on the Internet, select and compile some typical test questions, then coach and explain the answering methods and ideas of various questions, combine teaching and practice, and strive for long-term progress, cultivate his strong reading comprehension ability. This training has some effects so far, but this kind of training should not be stopped, but should work together and stick to it all the time. Only in this way can we make a big breakthrough! Composition is a big problem for him. He is not only unable to write, but also afraid of writing psychologically. I remember the first time I told him that when we were writing a composition today, he said nervously: Don’t write it today, I will write it next time. I asked: Don’t you want to write a composition or can’t you write it? He said: I can’t write it. I encouraged him to say: it doesn’t matter. You don’t write it today. I will tell you how to write a composition and matters needing attention. Then we will use model essays to analyze what others have written well, and extract any good words and sentences you like. Finally, let’s think about the idea of this article and the reason for the high score. Okay? When he heard that he could not write, he was relieved. I saw that he was relatively relaxed, happy and passionate. I knew that I might finally cultivate his interest in composition.

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