It is a problem that every primary school Chinese teacher is thinking, exploring and studying to embody students' dominant position and cultivate their thinking ability in primary school Chinese teaching. According to the research of mature experience and the harvest of everyone in teaching, I think Chinese teaching in primary schools should do the following. First, we should be good at stimulating students' interest in learning. In order to make students truly become the main body of knowledge and practice and improve their innovative ability, we must always stimulate students' interest. Because students are young and have poor attention and control, it is more important to stimulate interest. Teachers should make full use of heuristic questions, intuitive demonstration of teaching AIDS, infectious teaching language, flexible teaching methods and organizational forms, or tell a short story, play a small game and make a small performance in the text, which is no less than spreading happiness and will make tired students cheer up and enter a state of active knowledge.

Second, we should guide and inspire students to read and study with questions. Limited by students' little knowledge. It is difficult to really understand an article. It is especially difficult to understand the meaning of the text. In this way, teachers need to skillfully design questions and gradually explore the text from the shallow to the deep.

Third, we should pay attention to the evaluation skills in the classroom. No matter which student asks or answers questions, he always hopes to get praise and affirmation from the teacher. Therefore, in order to arouse students' enthusiasm and initiative in learning, teachers should also attach importance to classroom evaluation, treat students with a developmental perspective, be good at developing students' own bright spots, and give priority to encouragement in evaluation. For example, when students' answers are far from the standard, completely wrong or worthless, they can be encouraged from his voice, his speech, his standing posture and other aspects. For students with poor foundation, they are often in a state of not participating or passively participating in learning. They can ask and answer questions, which is an improvement in itself and should be encouraged to actively participate in the evaluation. The evaluation of students should vary from person to person. If some students are impatient and impulsive, they often ask questions without careful consideration. At this time, the focus of evaluation is to help them develop good ways of thinking and habits. In addition, according to the analysis of psychologists, children's long-term satisfaction will make them lose their desire to make progress and explore. Therefore, for students with good foundation, evaluation should raise requirements and focus on encouraging innovation.

Fourth, we should be good at developing students' ideas. Psychologists have proved through practice that people's thinking has the tendency of stereotype of application habits. The stronger this tendency is, the more monotonous the way of thinking is, the narrower and more inflexible the thinking is, and the more impossible it is to think creatively. In teaching, when students' thoughts are blocked for a while and can't jump out of the influence of the formula, teachers should seize the opportunity, guide skillfully, argue and make waves, so that they can be suddenly enlightened from confusion, think more and more diligently, think more and more carefully, and have endless fun.

Model essay on teaching log of first-grade primary school teachers II

As soon as I went to work this morning, I was very happy to see all the children in my class reading books. It seems that yesterday's punishment worked. Yesterday afternoon, after school, I left more than a dozen children who didn't study hard or play early, euphemistically called: make up for early reading! Actually, I want to teach them a lesson. Let them know that they should study hard in the morning class in the future (I will let them read freely from this week and stop reading). I began to play one by one, and only a few timid people read quietly. I praised those children loudly and read more books, but three or four of them didn't read at all and still played there, not caring. I ignore them, too. Go on doing your own thing. After a while, I heard that they couldn't read correctly in some places, so I would read for a while and then let them read by themselves.

After a while, I asked some serious readers to come to me and asked two questions: "Why did the teacher ask you?" "What's the purpose of keeping you?" Everyone answered well and sent it home when they achieved their goal. At this time, some people who didn't study hard began to read aloud. However, people who play still don't move, occasionally read books and look around again. I still ignore them and only praise them for their good performance. Ten minutes later, I ordered several children who are studying hard now to educate them and let them go home. At this time, there are only those three people who don't study. Ignore them and get on with your work. At this time, one of the three people read aloud. I praised him at once. The other two saw that the situation was wrong and heard that they praised another child. They immediately changed their attitude and read carefully. But these are the kind of children who never listen in class. They can't read at all. Since they are interested. I led them through it, praised one at a time, and finally concentrated on reading it carefully. And each one is more serious than the other. I will also study for a while. A few words of encouragement sent them home.

When I came this morning, everyone was reading, and I was very happy. But there were still two tables of children playing, so I caught four of them and said that you would stay after school this afternoon to make up the morning reading. A little nervous, began to read. But I still want to keep them this afternoon, so that they can understand that they should study by themselves in the morning and form this habit.

Model essay on teaching log of first-grade primary school teachers

The first grade of primary school is a period when children form various habits. Paying attention to cultivating good study habits at this stage will not only directly affect students' academic performance, but also affect students' ability and personality development to some extent. So, what good study habits should students develop? This semester, I am a first-year math teacher, and I will talk about this problem in combination with more than three months' teaching work in first-year math.

First of all, we should cultivate students' habit of listening attentively.

Listening attentively is the basis of students' active participation in the learning process and positive thinking, and it is also the premise of improving classroom learning efficiency. Therefore, teachers should cultivate students' habit of listening carefully in class. Listening attentively in class includes four aspects: watching, listening, thinking and doing.

Look: just look at the teacher's demonstration, blackboard writing and action;

Listening: just pay attention to the teacher's explanation and the students' answers;

Thinking: think about what you have learned, what you have learned, and what is different from others;

Doing is to operate the learning tools and do exercises by hand.

In order to cultivate students' habit of paying attention in class, students are required to pay attention in class first. Secondly, listen carefully to other students' answers, carefully study whether their answers are correct, whether they need to be supplemented, and whether they have better suggestions; Thirdly, we should carefully observe the teacher's demonstration and blackboard writing, carefully operate the learning tools and do exercises as required.

In order to attract students' attention and make them concentrate on listening in class, I think teachers must be full of energy, vivid and interesting language, clear organization and flexible methods when giving lectures, so as to make classroom teaching attractive and make every student happy to listen.

Second, we should create a strong learning atmosphere and a lively and interesting learning situation.

Creating a strong learning atmosphere and a lively and interesting learning situation is the guarantee to learn mathematics well. Playing is a child's nature. Even if children are playing, they can constantly accept new knowledge and new things. How do children acquire knowledge in play? According to the different learning contents of each class, I arranged and designed many different games and stories.

For example, in the class of "Knowing Clocks", I brought clocks to my children and demonstrated them in the form of games: 1 The time to get up is 7: 00, and the hour hand and minute hand are set to this time position on the 2nd, so that students can change the demonstration. In this way, students can not only know the time accurately, but also learn to think and do it by themselves. Hands-on children are particularly active and gradually develop their hands-on ability.

Third, we should guide students to observe, think and solve problems from different angles.

Guiding students to observe, think and solve problems from different angles is an important way for students to learn mathematics well. There are many exercises with sexual characteristics in the current mathematics textbooks, which requires us to seize the opportunity, encourage students to develop the good habit of thinking more and thinking more frequently, and arouse their enthusiasm.

For example, at the beginning, I mentioned that the answers were different. When who could answer, many students' expressions were blank. At this time, the classroom was silent. I slowly prompt and encourage everyone. The active student immediately raised his hand. Some of them can answer correctly, while others are a little off. However, it is obvious that everyone wants to express themselves actively and try to think. I think the effect of praising everyone is not as good as that of praising individuals, especially students with poor grades, and everyone's enthusiasm will be higher. This will make children dare to speak and put forward different opinions in the future. Different analysts will have different conclusions about the problem, and cultivate students' ability to express their analysis results. Of course, teachers who make mistakes should also correct them. Make students learn to observe problems from different angles, think about problems in different ways, solve problems by different means, and fully realize the diversity of methods to solve the same problem.

Fourth, finally, we should cultivate students' practical ability in life.

Let students know how to apply what they have learned. It is said that "knowledge is power", and only practice can play the role of knowledge. Many students do well in school, but in practice, many students can't do it on their own. In other words, if you learn but don't know how to apply it, mathematics will lose its meaning if it can't be effectively linked with life. Therefore, it is also very important to cultivate students' practical ability in mathematics teaching. In each class, the teacher should first ask the students some practical questions, and the teaching process is the process of guidance, and then let the students use what they have just learned. In this way, students' personal experience and practice can improve their ability to apply mathematics.

For example, after learning the lesson of "position", let students tell their position in the classroom and know the relativity of front, back, left and right. When you know the knowledge of money, play games to let students buy books or pens with pocket money, so that students can know how much money they have spent, how much money they have left and how many things they have bought. In this way, students have been trained in practice, and mathematics has really integrated into their real life.

Although primary school students will not develop good study habits overnight, first-year students are active in thinking and accept new things quickly. Therefore, as long as teachers are properly guided and well-trained, they can accelerate the formation of good study habits and let them take root and blossom in their studies. After three months of mathematics teaching, I found that many students gradually developed good study habits. Mathematics comes from life and is a summary of people's practical experience in production. Teachers should let students know that mathematics knowledge is indispensable in life practice and one of the necessary weapons to transform nature. Educating students to learn mathematics well is to make it more convenient to use in the future and to get a better life.