Chinese is a basic subject in humanities education science. It takes ancient and modern classic works as teaching media, aiming at enlightening and developing students' intelligence. Essay is a very flexible and casual note or style, and it is a variant of argumentative writing. What's new and rich in the essay? Are you looking for the Narrative Case of Teachers Teaching and Educating People in China? I have collected relevant information below for your reference!

Narrative cases of Chinese teacher education (selected articles 1)

As a teacher for only three years, I led a group of energetic and hopeful senior three children to make continuous progress, successfully completed the teaching tasks assigned by the school and achieved certain results. Looking back on the teaching and preparation for senior three in the past year, I feel that I have gained a lot in teaching experience and teaching methods, which are summarized as follows:

Pay attention to the basics. Throughout the three diagnostic tests, I found that the gap between the students in our school and those in other middle schools in this city, including key middle schools, is not very big. Therefore, it can be said that whoever gains an advantage in volume one will get a chance in language. Therefore, teachers must pay more attention to the first book, and at the same time, they should repeatedly knock and probe students to find out the existing and potential problems of students in these aspects, review and consolidate the foundation in various ways, and lay a solid foundation for students as much as possible.

Strengthen the ability. This is mainly aimed at the reading of Volume 2, especially poetry and modern literature. It is necessary to teach students feasible and effective reading methods and attach importance to overall reading and text foundation; At the same time, it is necessary to teach students the methods of examining questions and the skills of standardizing answering questions, so as to form their ability and mindset, so that students can find a breakthrough to solve problems as soon as possible when reading. For example, poetry appreciation requires students to develop such steps in appreciation: look at the topic, look at the author and look at the comments, because the topic is the eyes of poetry and point out what to write. Authors and notes can provide you with the necessary background and other things to interpret. Second, see if there are multiple-choice questions. If you have, you can bring poems to help you understand and reduce the difficulty of reading. Third, we should interpret poetry word for word and master verbs and adjectives. Grasp the image and develop rich imagination and association. In this process, we must also recall the poems we have learned, form a connection, and experience the feelings of poetry. At the same time, it analyzes the artistic techniques used by the author to express this emotion and its effect. Fourth, we should carefully examine the questions, grasp the information contained in the questions, clarify the main points of answering questions, and standardize the answers. The same is true of language expression and application.

Form a frame. Teachers must study the college entrance examination syllabus, examination syllabus and Chinese test questions in recent five years, carefully study the teaching materials, and grasp the characteristics and development trend of the college entrance examination questions. At the same time, in the review stage of special topics, we should not only extensively dabble in, study and screen all kinds of college entrance examination materials, but also study each topic from the aspects of analysis outline-the characteristics of college entrance examination questions, the classification of typical examples-the guidance of examination, analysis and answering norms. After reviewing this topic, students should have the framework of this test center in their minds. My goal is to establish a general framework of knowledge points, characteristics of questions and examples of Chinese college entrance examination in students' minds after special review. In the second round of review, according to the principle of making up the pot and asking the end, aiming at the weaknesses of on-the-job students, the omissions in the last round of review and the new requirements of the college entrance examination, through practice and individual investigation, we should help students find out the gaps, improve the framework formed during special review, improve the problem-solving ability and test-taking skills, and thus achieve good results.

Review in order. Whether it is the foundation or ability, whether it is words and phrases, or the review of every knowledge point in the college entrance examination, teachers should make overall arrangements and conduct it reasonably. Otherwise, if we don't know the review objectives and tasks at this stage, it will inevitably lead to the disorder of review teaching and the low teaching efficiency.

Adjust appropriately. To learn knowledge well, we must also have good psychological quality in order to be invincible.

Narrative Case of Teacher Education in China (Ⅱ)

Recently, I participated in the intensive training of "the reading time in the class should not be less than 10 minutes" in Xiushui Primary School, and I was fortunate to listen to the reading instruction classes of three teachers. Here, I will talk about my shallow understanding with the theme of "the reading time in class is not less than 10 minutes":

Reading aloud has always been the most commonly used method in minority language teaching. The new curriculum standard points out that "reading aloud and reading silently should be emphasized in all learning stages." The article 13 of "Suggestions for Chinese Teaching in Primary Schools in Zhejiang Province" puts forward a clear requirement for classroom reading: "Pay attention to and strengthen reading training, and strive to meet the requirements of reading comprehension, reading comprehension and reading well in the classroom. Students' reading time in each class is generally about 10 minutes. Pay equal attention to reading aloud and reading silently, and guide students to read aloud, read silently, read aloud and recite according to teaching needs and combining teaching situations. "

However, it has been a long time since the Chinese class didn't listen to the sound of reading. In the era of "full-time irrigation" or "full-time questioning", the reading time of a class is less than 10 minute, and most students rarely read a class with too much literature. The reading time in the classroom is less than dozens of hours a year. No matter how many reading classes are, they are not good reading classes. They just listen to the teacher's endless talk and group activities, but ignore the students' reading aloud. Without reading and feeling, the process of association, thinking, understanding, accumulation and promotion deviates from the track of Chinese teaching.

Some teachers think reading is not easy? Exactly 10 minutes. I'll show you 10 minutes. I'll read freely, call the roll, group together. I read sentences, paragraphs and full text in turn, not to mention 10 minutes, even 30 minutes. Indeed, it is not difficult to make up for this 10 minute, but the reading of 10 minute proposed in Teaching Suggestion is the unity of "quality" and "quantity", and "quality" requires reading for no less than 10 minute.

So I understand that the reading time of not less than 10 minutes in class should be effective reading rather than mechanical reading. However, in order to achieve effective reading, today's Chinese classroom has the following problems besides too little reading time:

1, the purpose of reading is not strong. Reading together, reading in groups and reading alone seems to be bustling. In fact, there is no requirement before reading, no guidance during reading, and no timely evaluation and feedback after reading. Students are only driven by teachers to study for the sake of reading, instead of studying with heart and affection, but inadvertently "chanting"

2. The reading surface is too narrow. One of the most basic purposes of Chinese teaching is to be able to read. Teachers often stare at a few top students and look around, that is, those four or five students, most of whom are listeners. How do most students achieve reading ability without reading practice?

3. The teacher's reading instruction is single. The teaching method of reading aloud is monotonous, mechanical and blunt. After analyzing and understanding, the teacher said "please read this part with emotion" or "read it with _ _ tone", etc., which led to the inability to "guide" and "practice" in reading aloud and to combine it with understanding and sentiment. Some teachers, even with guidance, have no ideas, only pay attention to the form of sound, not to the inner experience; Only superficial skills are emphasized, but the connotation of language is not emphasized. It is often heard that teachers directly tell students to read more (or less) a certain word and read some sentences faster (or less), ignoring the essence of reading expression.

Sartre once said: "Reading is a guided creation." Then, how can teachers effectively guide students to understand the connotation of the article in reading aloud, so that the reading time of not less than 10 minutes in class becomes a wonderful chapter instead of going through the motions in a hurry?

I think Chinese teachers should first pay enough attention to reading aloud. As the saying goes, "Reading a book a hundred times is self-evident", we must ensure sufficient reading time. There should be enough time for students to read the text correctly, especially for self-study so that the whole class can read it well. We can't just pretend to have read it, go through the motions in a hurry and then retreat in a hurry. On the basis of preliminary understanding, expressive reading should leave enough time for students to try, practice, feel, taste and taste, and must not rush into battle without being ready;

2. Pay attention to reading evaluation. It is necessary to leave time for the feeling of reading, and strengthen the incentive function, diagnosis function and adjustment function of reading aloud through comments.

2. Expand reading training. To continue training, we must do our best to mobilize all the students to devote themselves wholeheartedly. Especially junior students, who are young and have short duration of intentional attention. Monotonous reading will only make students thirsty and sleepy. It is necessary to create appropriate situations and create an atmosphere in which students are willing to read, enjoy reading and strive to be scholars. For example, students can play some corresponding background music when reading aloud, such as role reading, performance reading, group competition reading, and can also record students' reading aloud on the spot for competition and so on.

3. Understanding and reading are interdependent.

In reading teaching, it is not uncommon to completely separate reading from understanding. Read it before analysis, read it again after explanation, and even let students see their feelings without understanding at all. Reading aloud should be based on understanding, which can promote the perception and taste of the article. They complement each other and must be organically combined.

4. Various forms and rational use.

There are various forms of reading aloud, but each form of reading aloud has its own function and scope of application. When you need passion to attract interest or students can't read well, you should use model reading guidance; When reading is needed to help students distinguish the content and level of a paragraph, reading guidance should be adopted; When you encounter a text with many dialogues and strong interest, you should read it in different roles; When it is necessary to add color to the atmosphere and add oil and vinegar to the flame, it should be read together. ...

Among the three reading classes I attended, I think Professor Liang Chunping's "Remembering Mother" is a good reading demonstration class.

1, understood in context. Teacher Liang's reading content is arranged as "three readings"-reading words, paragraphs and full texts.

The first reading of words is not mechanical reading, but reading with understanding of words. After reading the words vividly, let the students talk about the content of the text with the words they read, which not only deepens the understanding and application of the words, but also has an overall understanding of the full text.

The second reading, with sounds and feelings, especially the second reading of the text in the natural paragraph, can be described as gradual. It not only digs deeply into the text language, but also leads students' understanding and sentiment to the depths in every digging process. After the students are deeply touched, the emotion comes naturally, so every reading is an effective connection between the text and the soul, and reading is also in-depth.

2. Hypertext link. There are three hypertext links in Teacher Liang's class: Shi Shuo Xin Yu. Founder; Quote Ji Lao's words: "In order to avoid editing the feelings at that time with today's emotions, I quoted the diaries and articles of that year many times to preserve the feelings at that time"; Give permanent regrets (fragments).

I think the most successful link is "Give permanent regrets". Teacher Liang caught the sentence expressing the author's "eternal hatred" in the second paragraph, and successfully docked "endowed with eternal hatred". Students deeply feel the author's eternal hatred, regret and pain in hypertext links, and their hearts are strongly shocked again and again, and the author's emotions and students' emotions resonate strongly. In this case,

3, affectionate rendering. Whether students' reading can be attracted to the country depends on the teacher's understanding of the text and the context of the text. If the teacher himself is not moved, how can he move the students? Teacher Liang's killer in creating situations is his own voice and emotion. Through the use of infectious language and painful and sad emotions, Mr. Liang let the students' emotions slowly sink into the emotions of the text at the beginning of class, and promoted the creation of emotions through the catalysis of music. Throughout the class, the students' hearts moved with the text, as if touching the author's soul, and they hated and hurt him.

The real Chinese classroom should be a classroom with loud books. The process of reading is a process of respecting students' subjective status and awakening students' subjective consciousness. As long as our teachers write attentively and read aloud effectively, once students realize the beauty of reading aloud, they will be intoxicated and can't stop. How can such a class not play wonderful chapters?

Narrative Cases of Teacher Education in China (Selected 3)

Through these two years of teaching work, I know that every movement, every change of eyes and thoughts in the classroom can reflect the level of a teacher. It is not easy to be an excellent teacher. Only by studying hard and improving yourself in the future can we go up a storey still higher! The following are some of my feelings when I was teaching Chinese in the fourth grade.

As a teacher who set foot in Chinese teaching for the first time in the second grade of primary school, I feel a great responsibility when I see the innocent smiling face, hear the clear and loud "Hello teacher" and touch the pages of textbooks bearing countless knowledge ...-This is my student, this is my class, and this is my children who will work hard day and night to cultivate them to grow sturdily!

Interest is the best teacher, and "interest teaching" is particularly important in Chinese teaching in primary schools. The interest teaching used in new class teaching and review class teaching is slightly different. In the new class, junior students are generally interested in reading, but they also face great reading difficulties.

Language learning is a long-term accumulation process. As the saying goes, there is no distance without accumulation, and there is no river and sea without accumulation. The materials of words, phrases, sentences, paragraphs and articles need to be accumulated for a long time, and the fourth-grade students mainly lay a good foundation for future study.

First of all, vocabulary barrier is a big obstacle. As soon as the learned vocabulary is forgotten, new vocabulary appears again, which is an obstacle to students' reading, so we should strengthen vocabulary learning.

Secondly, it is difficult to understand sentences. Judging from the precipitation of junior students' Chinese knowledge, they are really few, so they often encounter some sentences that are not easy to understand.

Thirdly, students can't dig out the essence of knowledge that needs to be explored in depth, such as the main idea of the text, the author's thoughts and feelings, etc.

These problems need to be properly solved in the classroom, and interest teaching plays a very important role in it. In the introduction part of the classroom, introducing the text through a children's song or a small game closely related to the article can maximize students' interest. Secondly, pay close attention to students' thinking changes in the teaching process, and complete the teaching process in a way that adapts to teenagers' psychology to avoid triviality and procrastination.

A good course is both a science and an art, and the key depends on how you design and arrange it. Knowledge can't be appreciated overnight. As a new teacher, I still have a lot to learn.

Narrative Cases of Teacher Education in China (Selected 4)

Chinese teachers should learn the art of "blank space"

Chinese painting pays attention to the beauty of artistic conception. Wu Daozi, a great painter, said, "Nature makes mountains and rivers, and it is intentional." The artistic conception of "Similarity but not Similarity, Similarity but not Similarity" makes the viewer have endless beautiful reverie and endless poetic meaning, which has become a must in Chinese painting. Therefore, the composition of traditional Chinese painting draws lessons from Tai Chi charm, divides the picture with S lines, boldly leaves blank, and never fills the duck. Sometimes when appreciating a painting, a large blank can always make people daydream: it seems that there is a ship passing through the clouds, and it seems that there is a waterfall falling from the sky; The height is like a farmhouse cooking smoke, and the distance is like the wind listening to Lin Tao ... The viewer is watching and creating, and the viewer and the painter are creating the beauty of the painting together. Therefore, there is a saying in the painting world: "If you don't cover it up, it is shallow ... The bigger you hide, the smaller you show." It can be seen how important "blank space" is.

There is a saying of "blank space" in Chinese painting, "emptiness" in Chinese opera and "suspense" in poetry creation, all in order to leave some room for imagination and creation for the audience and readers. From this, I thought of Chinese teaching, which is also about teaching art. Should our Chinese teachers also learn the art of "blank space" and leave more room for students' imagination and creation? In today's fashionable words, let students talk to the text and the author more, so as to understand themselves and their personality.

In Chinese class, we are always used to giving students a very specific explanation and thorough analysis, from words to language modification, from plot structure clues to the theme of characters' environment, and even compiling several exercises for repeated training to squeeze the works into juice for students. I often think that a literary masterpiece with excellent beauty can make readers feel the beauty of "seeing flowers in the fog" and "looking at the moon in the water" more than others' clear analysis, especially when reading literary works, the feeling of beauty cannot be unified, and any "true" statement can't replace the charm of the works. So sometimes it's hard to make a real courseware, but it makes the work lose its beautiful value. It's clear at a glance: Ah, that's it. Standing on the real Yueyang Tower, I never felt the momentum of "taking the distant mountains to swallow the Yangtze River", and I never felt the joy of "fishing songs answering". I swam to the Peach Blossom Garden, but I couldn't find "there are no miscellaneous trees in it, the grass is delicious and the English is rich and colorful". Coupled with the constant peddling of hawkers along the way, I don't listen to my ears, and I don't feel like living in the "outside world". I immediately fell for it and vowed never to go to Peach Blossom Garden again. But I understand that the author didn't cheat. As the saying goes, the scenery is picturesque, and painting is undoubtedly more beautiful than the scenery. He also said that painting poetry naturally means that poetry has more charm than painting, and scenery is born with affection. Without ruthlessness, there is no scenery. If you don't go into Tao Yuanming, you will naturally find a paradise. You can only read and taste your own works, and you can't be dragged away by others. Therefore, literary works always leave readers a lot of room for imagination and creation.

Mr. Mao Dun once asked the old man Baishi to paint with the title of "Frog sound ten miles away from the mountain spring". The old man only ordered a few tadpoles on the drawing paper and swam in the torrent of two stones, leaving a large blank for reverie, which made people seem to hear frogs ten miles away. This is a classic of "blank space". Chinese teachers might as well learn the "blank space" art of Chinese painting, and don't block the students' idea of re-creation.

Less pen and ink, more blank space, Chinese teaching must be "beautified with heart" and become wonderful.

Narrative Cases of Teacher Education in China (Selected Five)

I have been teaching English in primary schools for one year. I feel depressed, hesitant and gratified at the thought of my journey. I deeply understand that it is not easy to be a qualified people's teacher. Let me briefly introduce some teaching work I have done:

First, pay attention to students and establish equal teacher-student relationship.

Teaching is not only the relationship between teaching and learning, but also the process of emotional communication between teachers and students. Usually, if students like a teacher, the classroom atmosphere will be active. Students' interest in learning will naturally arise. When I took over a new class, the first thing I did was to make students like myself.

First of all, I convey emotional information of trust and respect to students through my words, deeds and expressions. For example, some students make small moves in class. At this time, I will slow down or let him answer questions to attract students' attention. Find him after class and communicate with him. Instead of criticizing him with harsh words in class. Students in grade six have a lot of face. If you criticize him to his face, it may make him dislike and resist you. This not only affects students and their emotions, but also affects the quality of teaching. Then take the initiative to say hello to the students, so that students have a sense of intimacy. Sometimes they also take part in their extracurricular activities to understand students' ideas.

Second, all students should teach students in accordance with their aptitude.

Because of the differences in language learning ability of everyone. After several years of study, this difference is already obvious. So you can't ask students in the same mode. We should put forward different requirements according to the learning ability of different students.

In the classroom, create various situations, encourage students (especially underachievers) to use English boldly, and take a tolerant attitude towards their mistakes in the learning process. At the same time, spend more time to guide patients. Let them feel love, warmth and support; Experience the happiness of success!

1. Provide students with opportunities for autonomous learning and direct communication. For example, divide the students into several groups to practice when practicing dialogue.

2. Infiltrate grammar teaching appropriately. Since the fifth grade, the general present tense, the present continuous tense and the general future tense have appeared one after another. Proper grammatical explanation helps students to understand and remember sentences.

Third, the correct evaluation of students

Everyone wants to be appreciated by others, and everyone needs encouragement from others. As a primary school student, this is especially true. Therefore, teachers' inspiring evaluation language can make students gain motivation and confidence in success. Indifference, blame and inappropriate evaluation often dampen students' self-confidence. Instead of spending a lot of time and energy demanding students, it is better to encourage students to gain self-confidence.

1. The evaluation language should be rich and varied, so that students can always keep a sense of freshness and happiness. Teachers' classroom evaluation language should not be single and rigid. A student who was thrown out "You are great" and a student who was thrown out "You are great" must be tired of listening.

2. Teachers should also be sincere when evaluating. The comprehension ability of sixth grade students has reached a certain level. To a certain extent, they have been able to distinguish right from wrong and distinguish between sincerity and hypocrisy. Unrealistic praise will disgust students.

3. Moderate praise. Too much praise is as ineffective as blind criticism. Too much praise can not only lead to active learning, but also lead to students' learning attitude of coping at will. If students find that no matter how they answer questions, they will be praised. Over time, they will become impetuous and will not care about praise.

Teaching is a profound knowledge. I think only through continuous study, practice and reflection can we improve ourselves and improve our teaching level.