Teachers should formulate centralized, clear, appropriate, targeted and hierarchical classroom teaching objectives according to the objectives and requirements of the Curriculum Standards, referring to the objectives and requirements stipulated in the textbooks, and connecting with the actual situation of teachers, students and teaching environment. "Concentration" means that the teaching goal of a class should focus on presenting the main tasks of a class, taking knowledge and skills, process methods and emotional attitudes and values as a whole, and integrating them as much as possible when expressing them. "Clarity" refers to the clear goal and proper expression, stating the specific behaviors of students that can be observed, explaining the conditions that produce these behaviors, and pointing out the standards for evaluating behaviors. In this way, the operation and evaluation, such as word learning, should be specific to which words can be read and memorized, and which words can be accumulated to what extent under what conditions; Another example is to understand the content of the text, what content should be specific, under what conditions, and to what extent. "Appropriateness" means that the teaching objectives should conform to the students' reality and the characteristics of teaching materials, and the teaching requirements should not be raised or lowered at will, so it has certain pertinence: when setting the objectives of key intensive reading texts, attention should be paid to refining knowledge and skills, process methods, emotional attitudes and values on the basis of mastery. For skimming texts that require students to read independently, you don't need to list them one by one, just choose one or two aspects to make a key statement; When making the goal of writing class, we can make specific statements from the aspects of "observation", "material selection" and "expression", such as proposing the specific content of "observation" and selecting materials from what aspects.
The formulation of emotional goals should pay attention to the combination of reading content and life experience, and guide students to understand and identify with the relevant China traditional culture in the process of listening, speaking, reading and writing, and gradually be influenced by the national spirit; Guide students to experience independently in the process of Chinese learning and feel the value of life; Make it explicit in the teaching goal, make it invisible in the teaching process, and play the educational function of "moistening things quietly"
The goal of each class is not isolated and static, and the learning level of students is also cyclical and spiraling. When preparing lessons, teachers should make a comprehensive analysis of students' knowledge accumulation, psychological expectation, cultural preparation, etc., and think as a whole in combination with unit goals, semester goals and year goals, so as to organically combine short-term goals with long-term goals, specific goals with overall goals.
Second, effective teaching design.
(A) student analysis.
The new curriculum reform requires teachers to change teaching methods, establish a student-centered teaching concept, and improve teaching methods and means from the development needs of students. However, how to take students as the main body? How to understand the needs of students? There are no ready-made answers to these questions. One of the effective ways to find the answer is to investigate the academic situation. As we all know, scientific investigation of learning situation is a means to optimize teaching under the new curriculum. But the reality is that, on the one hand, in actual teaching, many teachers do not consciously investigate and predict their own learning situation, so it is difficult to really understand the students' situation. On the other hand, at present, there is little research on the investigation of academic status, and there is also a lack of reference books and materials for reference. Therefore, in order to optimize teaching and gradually understand students, we need our teachers to practice and explore constantly in teaching practice and investigate their learning. "Learning situation" is the specific situation of students' different abilities and characteristics in the learning process. Therefore, the investigation of learning situation should not only investigate students' learning starting point, but also investigate students' learning style, learning speed, autonomous behavior ability, ability tendency, interest points, learning motivation, emotional attitude, mood and will. Since the new era, we have proposed to change students' learning style and give them the autonomy in learning, but this does not mean that teachers should stand by and let it go. On the contrary, it puts higher demands on teachers. Undoubtedly, the learning situation exists objectively. As long as there is teaching and students, there is a problem of learning. At the same time, the learning situation is constantly changing. In teaching activities, time has passed, the content has changed, the difficulty has changed, and even the weather has changed, which will have an impact on learning. Therefore, teachers should know every teaching content, every teaching link and every learning activity of students. Only by paying attention to and mastering the learning situation can teachers have the direction and focus of "guidance". On the other hand, the diversity and variability of learning situations does not mean that we cannot understand and grasp learning situations. Teachers can go among students, listen, observe, visit, observe, draw inferences from others, innuendo, and examine their learning effect. In short, teachers should understand students' learning status through various channels, and then change students' learning status through various means and methods to adjust it to the most suitable state for teaching activities.
(2) Organize teaching content.
Classroom teaching should highlight students' dominant position, and teachers should strive to maintain students' persistent and stable consciousness and initiative. First, attach importance to the setting of problem situations and skillfully turn the knowledge content of textbooks into potential problems; Second, follow the law of thinking, grasp the three links of feeling, understanding and practice, carefully create learning scenarios to break through difficulties, activate students' psychological quality and cultivate their thinking ability; Third, give full play to the role of modern information technology and make use of teaching courseware and network resources to make modern information technology an important part of Chinese classroom teaching structure; Fourth, encourage students to question the text, ask questions to teachers, create problem situations for students and raise their awareness of problems. It is necessary to guide students' questioning skills and cultivate students to ask questions from dredging to deep and extended questions, and then to ask questions of appreciation and evaluation.
Specifically, in pinyin, teachers should regard literacy and learning Chinese Pinyin as an organic whole, guide students to know Chinese characters with the help of Chinese Pinyin, learn the spelling of Chinese Pinyin with the help of the pronunciation of Chinese characters, and help students establish sound-shape relations; Strengthen the spelling training of Chinese Pinyin, and gradually improve students' ability of independent spelling in the process of literacy, reading and consulting reference books with the help of Chinese Pinyin. It is recognized that the learning of Chinese Pinyin is a long-term gradual learning and mature process, which can be infiltrated, strengthened and consolidated in time according to the characteristics of teaching materials and the teaching emphasis at different stages. There is no dictation training for Chinese Pinyin.
(3) Choose teaching methods.
1, questioning.
Questioning is the starting point of innovation, the spark of thinking, the ladder of progress and the key to success. In Chinese teaching, it is very important to pay attention to students' questions. This is by no means formalism, nor is it to decorate a vase for fun. Doubts in reading come from thinking, which is the crystallization of thinking and the beacon of wisdom. In primary school Chinese class, students asked the teacher about the illustration of underwater world: "Isn't octopus 10 leg?" Why are there only six pictures in the book? "Isn't it surprising? We have all eaten octopus, but we have never noticed how many tentacles it has, let alone the differences in the classification of octopus in the scientific community. Although the student's understanding is biased, it is commendable that he can challenge the textbook. Teachers should pay attention to the cultivation of questioning and solving doubts, set aside enough time and encourage praise, so that students can change from being afraid to ask questions boldly to being good at asking questions; It is necessary to truly liberate students, establish a correct view of Chinese teaching, dilute the performance desire of Chinese teachers, and start with the activation of interest and emotion to cultivate students' performance desire.
2. Implement research-based learning with the active participation of students.
"Chinese Curriculum Standard" emphasizes: "fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. "Since' Chinese learning' is a kind of life, students are the masters of learning and should give full play to their main role." Students mainly design and organize their own activities, paying special attention to the process of exploration and research. " Inquiry learning, in short, is to guide students to learn to explore, think and solve problems through active exploration, discovery and experience in the learning process, thus improving their thinking and creativity. For a long time, Chinese teaching activities have focused on teachers' "preaching, teaching and solving doubts", emphasizing memory has become a major feature of Chinese teaching, and there are few exploratory and analytical thinking processes of students in teaching. This kind of learning style, which is single and passive, emphasizes memory over understanding, and emphasizes indoctrination over thinking, often makes students feel boring and burdened. This situation is not conducive to the cultivation of students' interest in learning, but also seriously affects the cultivation of students' innovative spirit and practical ability and the development of students' thinking.
(4) Using multimedia.
Educator Comenius said: "The light of teaching art is attention. With attention, learners can stop their hearts from pounding and learn everything that is liberated in front of them. " It can be seen that attention is an important prerequisite for obtaining good learning results. Modern educational technology has unparalleled advantages in attracting students' attention. When using computer-aided teaching, the courseware displayed on the display screen not only brings students from the monotonous "black and white world" into the colorful world, but also is vivid, intuitive, dynamic and expressive, giving students sensory stimulation from visual and auditory perspectives and easily attracting children's attention. When I was teaching the text "It's going to rain", I used multimedia to play cartoons for my children. The form of cartoons has locked the children's eyes and received good teaching results. Therefore, our teachers should strive to be in the forefront of the times, and become powerful information technology "salesmen" to make students learn easily.
Third, improve the evaluation method.
Teachers should always pay attention to the progress and development of students, not only the learning results, but also the learning process. The evaluation of students' learning situation should consider the starting point of each student, and combine process evaluation with result evaluation, qualitative evaluation with quantitative evaluation, horizontal evaluation with longitudinal evaluation, subjective evaluation with objective evaluation.
Detection should be daily, selective and open. Pay attention to positive evaluation such as encouragement and praise, respect students' unique reading experience, encourage students to accumulate and use language, and comprehensively evaluate students from three dimensions: knowledge and skills, process and method, emotional attitude and values.
The evaluation of Chinese Pinyin ability mainly examines students' ability to read Chinese characters and consult reference books with the help of Pinyin, not from the perspective of syllable dictation and Chinese phonetic notation. I accepted the related Chinese Pinyin in my second grade. The evaluation of literacy ability of grade one and grade two should combine general learning with stage detection. Students can realize that 60% of the Chinese characters they have learned are qualified and 80% are excellent in the language environment. The evaluation of writing ability focuses on writing attitude and habits, as well as writing norms. The evaluation of reading ability focuses on testing students' basic accumulation, ability to grasp the whole article, ability to understand the meaning and sentence meaning in combination with the specific context of the text, and ability to express fluently according to their own understanding and perception of the article. The evaluation of oral expression ability focuses on encouraging students' self-confidence, as well as the coherence and clarity of language expression, without emphasizing expression ability. In the evaluation of writing ability, the second and third grades can write several sentences clearly according to the picture content and reading content, and gradually write a paragraph clearly according to the picture content, topic, scene and related words, so as to make the sentences coherent and clear; Grade four or five can pay attention to observing things in life, record things that interest and move them, write out their feelings and thoughts, gradually observe things in life, vividly describe things that interest and move them, and reflect their unique feelings and thoughts.
In short, the effectiveness of classroom teaching is the common pursuit of teachers. What I mentioned above is only a few immature views on the effectiveness of classroom teaching. I believe that as long as each of our teachers study hard, refine the teaching links and constantly deny and surpass themselves, classroom teaching will be effective and will become the most solid position for students' all-round development!