1, the reflection on Chinese teaching in the sixth grade of primary school makes students learn interesting. It is the responsibility of every Chinese teacher to devote himself to the lifelong and all-round development of students and highlight the multiple functions and basic functions of Chinese courses. Students in grade six of primary school have accumulated some knowledge through reading for several years, and also have the corresponding reading comprehension and writing ability. They are in the early stage of physical development, their minds are developing and blood vessels are forming. These students are about to enter the middle school. How to further stimulate their interest in learning Chinese and effectively develop their Chinese ability?
(A) make full use of the situation transfer application
Students in grade six are more active on campus. They are passionate, willful and impulsive. Sometimes they scribble a few poems and a line on the desktop and toilet, as if to express their memories of school. More students were busy writing farewell speeches as early as the first semester. How can teachers take advantage of the situation, seize the emotional opportunity of students, and guide students to express it in an appropriate way? Practice has proved that it is an effective method to actively guide and externalize their thoughts, so as to stimulate their awareness of learning and using Chinese. It coincides with the centenary of the school, and the campus has been greatly improved. Organize students to write warm propaganda words for newly-built flower beds, choose aphorisms and proverbs for the interior of newly-built buildings, and actively write articles for campus radio stations. Students are willing to write, discuss and deliberate, and their good sentiments of respecting teachers and loving their classmates have been improved. For example, to give a nice name to the school's centennial stone tablet.
(2) achieve mastery through a comprehensive study, with one as ten.
If the sixth grade Chinese teaching only relies on the deep excavation of dozens of texts and designs countless exercises to improve students' reading ability and writing level, it is often difficult to achieve the expected results and improve students' interest in learning. Indeed, the text is just an example, and the reading of an article should touch the rest, inspiring students to learn knowledge comprehensively, flexibly and efficiently, and learn with interest.
For example, after learning The Little Match Girl, the camera will look back or recommend the texts such as Little Sandy and Yang Ke, a young musician, guide students to compare several characters horizontally, and cultivate students' reading, thinking, analysis and perception abilities, and connect them in series from the content of the articles; You can also start with a series of writers' works and exchange the famous works of Andersen, the king of fairy tales in the world, in the study group, which takes less time and has high effect. The key is to cultivate students' interest in reading widely. You can also transfer reading and writing knowledge, skillfully set up situations in reading teaching, and stimulate students' emotions: the new year sunshine shines on the little girl's small body, and she still holds a burnt matchstick in her hand. The streets of the Spring Festival are still busy, and the poor little girl has not attracted people's attention.
Everyone has developed a rich imagination and deep thinking activities. Therefore, teachers further stimulate students' desire to learn, and connect this ancient fairy tale with students' real life: the little girl is tightly held in her arms by her grandmother, and they fly higher and higher, farther and farther, to a hungry place without hunger, cold and pain. They fly to light and happiness. Look, the green grass and lively children attracted them. They came and came among you. You will, you will, you will. In this kind of classroom teaching, it fully embodies the unity of instrumentality and humanity of Chinese subject, and students' reading ability has been cultivated.
(C) the development of emotional courses
In the actual classroom, especially in the sixth grade Chinese teaching, it is difficult to hear the voice of reading aloud. If the goal is to cultivate students' interest in reading and writing and improve their Chinese literacy, it is definitely necessary to give up. The school radio and television station filmed the activities of the sixth grade and broadcast them throughout the school. The development of this activity has stimulated students' awareness of learning and using Chinese and enriched their campus life: students feel that their school life before graduation is tense, orderly, colorful and unforgettable.
Their exercises and diaries are vividly recorded; There are precious shots in their photo albums and campus networks; Others tell friends and relatives in the form of poems, paintings and letters that this is a natural language learning activity with no presupposition.
I think this is asking the teacher, not just saying that we should seriously reflect on some behaviors in teaching.
Reflections on Chinese teaching in the sixth grade of primary school Part II As a Chinese teacher, we must cultivate students' initiative in learning and exploring. Let students truly become the main body of the classroom. Then, how to cultivate students' autonomy, cooperation and inquiry spirit and cultivate their learning ability in Chinese teaching in primary schools, my focus is on changing classroom teaching. Let's talk about my own practice in Chinese classroom teaching.
First of all, stimulating interest is the motivation of students' autonomous learning.
Practice shows that students' interest in learning is the driving force of autonomous learning. In teaching, teachers should actively create interesting learning atmosphere for students, so that students can be edified, infected and motivated, so as to learn actively. In the classroom, teachers should boldly let students discuss and communicate freely, praise some unique opinions of students, and let students really feel that learning is happy. In this way, self-study will be more energetic.
1. Create situations to stimulate inquiry psychology.
Every link in a class is very important, but it is particularly critical to create a situation in which students are actively and independently learning from beginning to end. I created a situation when I was teaching the first-year literacy class "Supermarket". Introduce students into the situation and let them actively participate in the teaching process. I introduced the new lesson like this: "Have you been to the supermarket, little friend?" Today, Xiaoming will take us to the supermarket. He said he wanted to buy a lot of things. Please watch the children carefully. What goods did he buy? "Then look at the picture, observe and think. I don't need to ask, the students are scrambling to answer. Students have a preliminary perceptual knowledge of several commodity names in the text. By creating a picture situation, students are brought into the situation of the supermarket. Everyone wants to know about supermarkets. Whether out of curiosity or out of concern, they have formed a psychology of trying to explore and actively participating in the teaching process.
2. Use the situation to stimulate students' learning motivation.
Motivation is the driving force of activity. Learning motivation is a psychological motivation to promote students' participation in learning activities. After introducing the situation, students' enthusiasm and initiative in learning are mobilized. If teaching is still so rigid, then teach according to the old methods and concepts. If the teaching method is single, students' learning motivation will definitely decline. Therefore, after the introduction of the situation, according to different plots and text content, the situation can be sustained. Teachers should constantly create situations and create integrated situations.
Second, guiding inquiry is the key to students' autonomous learning.
To keep the initiative of students' autonomous learning, the key is to master Chinese learning methods, and teachers should let students actively participate and explore, which requires teachers to guide and promote students' autonomous learning and exploration. Let students understand and discover in autonomous learning, learn to cooperate and communicate in autonomous learning, and master autonomous learning methods.
1, group cooperation to open up independent space
As a guide, teachers should guide students' awareness of active participation. Fully arouse students' desire for learning. Give play to their initiative in learning. I advocated group cooperative learning very early. How to make this kind of organizational teaching a mere formality? I set a clear goal for the study group first. For example, when I was teaching Bev, I put forward such a learning goal:
(1) I can read: read the text aloud, read the pronunciation correctly, read it freely or in groups;
(2) I will ask: put forward what I don't understand in the study group and let the group partners communicate and solve it together;
(3) Let me talk about it: Tell your group partners how you feel after reading the article. In the long run, after such training, students will consciously put forward learning requirements for their own groups in future reading. Students' autonomous learning ability is cultivated, their learning ability is improved, and their interest in learning can be imagined to be stronger.
In Chinese teaching, if students can choose their favorite paragraphs to study and then communicate in groups, their interest in learning will be greatly improved. The structure of several natural paragraphs in this text is similar, so I ask students to express their good wishes first, and then choose the corresponding paragraphs, and I know that students are in high spirits in communication, and everyone is eager to try when the whole class communicates. The content of the article is understood and realized in students' reading, communication and display. Teachers only participate in the process of group cooperation and play a guiding role.
If students are not given enough time for group discussion and communication, it will bring silence to the classroom. As a teacher, don't let group cooperation become a mere formality. Students have not fully discussed it, and it is even more impossible to produce creative thinking and true feelings. The teacher will end up hastily, which is bound to be counterproductive. In the long run, students' autonomous learning ability will not be improved. Teachers should evaluate the results of group learning in time. There are many aspects of evaluation, such as teachers' evaluation of students' learning feedback, evaluation among students and evaluation among groups. I think as a teacher, as long as you work hard, the students will definitely give you a surprise.
2. Ask questions and learn independently when problems are found.
Creative thinking is the beginning of human problems. To cultivate students' ability to find and ask questions, we must first encourage them to dare and be good at questioning and asking difficult questions. The ancients in China said: Learning is expensive and doubtful. Small doubts and small progress, big doubts and big progress. Cultivating students to be good at asking questions from doubts and seeing the difference from seemingly ordinary things is the starting point for finding problems.
Classroom teaching belongs to students. Only by guiding students to explore, question and solve doubts as needed can teachers give full play to students' ability to participate in and explore knowledge independently.
Thirdly, the development of Chinese practical activities is the focus of students' autonomous learning.
Chinese teaching should create opportunities for students' activities and improve students' enthusiasm for autonomous learning through practical activities. Teachers should provide students with more opportunities for Chinese learning activities and attach importance to students' oral training in Chinese learning. You can also arrange the text into a textbook play for students to perform. Because it is students' nature to love performance, students hope that teachers will give them opportunities to perform and let them fully display themselves and display their talents. For example, when I was teaching "Go by Yourself", I adopted the form of performance, and the story was performed in groups. Let's start the competition between groups. Students learn to cooperate, communicate and learn to learn independently in performance. Because of the performance, students should carefully ponder the language, movements, expressions and psychological activities of small animals. Understanding the content of the text from a deeper level has achieved good teaching results. Autonomous learning makes the new curriculum standard really enter the classroom. Our classroom is full of fun, which will enable students to actively complete their learning tasks and make the spark of real innovative thinking invincible.
Reflection on the sixth grade Chinese teaching in primary school 3 During this period, the sixth grade Chinese teaching has been reviewed for more than a month. Review is a necessary link for students to complete their learning tasks. Students review, summarize and summarize what they have learned, so as to achieve the purpose of deepening understanding, systematic absorption and flexible application. The efficiency and effect of review is the key to whether students can get a bumper harvest. So in the review process, I mainly start from the following aspects.
First, master the basic knowledge.
In view of the commonality that students have forgotten some basic knowledge for a long time, students are required to review basic knowledge step by step in line with the principles of "according to the outline * books" and "reviewing the old and learning the new". For example, the pinyin, pronunciation, form and meaning of Chinese characters, the memory and writing of ancient poems, the contents accumulated in reading and memory during use, and the texts that need to be memorized. , must be mastered by most students.
Second, according to the characteristics of students and the different situation of each student.
Targeted teaching and flexible training methods. Usually, students read fewer questions and practice fewer questions. Now carry out various Chinese activities to attract students' attention, distract students' thinking and cultivate their ability to draw inferences from others. For example, linking words into sentences, writing concrete sentences, how to use similar words and homophones differently, how to transform sentence patterns into each other, expand and contract sentences, and write figurative and anthropomorphic exaggerated sentences, rhetorical devices, writing methods and explanation methods, all of which are for students to practice. Find problems in time, give timely guidance, and pay more attention to middle and lower grade students.
Third, strengthen the limited training of classroom reading comprehension.
And focus on commenting on answering skills to help students understand key words, difficult sentences and long sentences in the article, and gradually guide students to understand the article in the right direction. It is also necessary to provide students with extracurricular compositions on different topics and design a variety of questions for students to complete with their own reading methods. In particular, make good use of review comprehensive papers and review books, so that students' reading ability can be continuously improved during the training process.
Fourth, work.
According to the requirements of the topic, teach students how to use a text for a variety of purposes. Writing accounts for 40 points in the test paper, and the score is not small. However, most students are usually unwilling to write, and they are also afraid of "writing". They think this is a problem, but it is not. Through intensive training, students can get points. It is also necessary to constantly summarize the writing methods of different genres of articles, vocabulary, phrases and sentence patterns that are often used in writing, so that students can know fairly well.
In a word, if we want to have a good Chinese review class and improve the review efficiency, we must grasp the teaching materials as a whole, adopt appropriate review forms, pay attention to students' independent development, and let students master Chinese knowledge and improve their comprehensive ability in active participation and cooperative inquiry.
The new curriculum standard has been implemented for several years. In the process of primary school Chinese teaching and reflection, I really saw my growth track and felt the energetic teaching trend leader and the primary school Chinese classroom full of life tension. Teaching democracy is elegant, charming, independent and cooperative, and emotions, attitudes and values are slowly coming to us. A group of our teachers have begun to treat the new curriculum standard rationally. In the process of Chinese teaching, they have begun to give new vitality to Tongling teaching and research with criticism and reflection. It is really wonderful to construct teaching.
What kind of Chinese classroom should the new curriculum standard give primary school students?
I remember in a survey at the beginning of the new curriculum reform, a parent said: "Although the new curriculum reform is an experimental process, it is related to the fate of thousands of children in Qian Qian, Qian Qian!" Mr. Dewey, an American educator: "What kind of education you give your children is what kind of life you give them!" "
By studying the teaching concept of the new curriculum standard and reflecting on many years of Chinese teaching experience in primary schools, I summarized the following four "Chinese classes" and discussed them with all Chinese teachers.
First, give primary school students a "dialogue classroom"
In the traditional Chinese class in primary schools, students are just poor listeners, let alone "talking" with whom. It is also necessary to give students a "dialogue" classroom to realize "text dialogue", "teacher-student dialogue" and "life-to-life dialogue".
Second, give primary school students an "emotional classroom"
1, respect "demand" and pay attention to "wonderful"
Stimulate students' interest in learning in various ways in the teaching process, or intuitively demonstrate, or learn from others, or skillfully set suspense ... to stimulate their reading desire and motivation, and create a positive teaching atmosphere of "I want to learn" and "I want to learn". "Stimulating interest" greatly mobilized students' initiative and enthusiasm, and the teaching process also "turned pain into pleasure".
2. Show students "enthusiastic me"
How to embody the "humanity" of Chinese subject in primary school Chinese class lies in "emotion". How can a teacher without passion arouse students' emotions and make them study enthusiastically? Show students a "passionate me" and accompany children through every "passionate year"!
3. Pay attention to "dissolving feelings" in Chinese teaching activities in primary schools.
"Mountaineering is full of emotions, and watching the sea is full of emotions." In teaching, "emotion" is like a "catalyst" for bilateral activities between teaching and learning. With it, students will enter wonderful texts under the guidance of teachers.
Third, give primary school students an "open classroom"
1, leading children to learn
Mr. Ye Shengtao once said: Teaching materials are nothing more than examples. Then, after teaching students learning methods with good examples, there should be a lot of practice next. Only in practice can students' ability be continuously consolidated and improved. Based on this idea, I often collect extracurricular reading materials and recommend them to students. After teaching the World of Cars, I led the students to read and recite more than ten children's songs such as Little Traffic Police, Sprinkler and Let the Car Go, which made the students know more about cars and traffic rules and learned many new words invisibly. In addition, books such as Andersen's fairy tales, 300 Tang poems and Grimm's fairy tales are recommended for them to read, so that they can understand the subtleties in the books! In short, the teacher should be a shepherd, leading lovely children to the most fertile grassland to enjoy themselves!
2. Let children "show themselves"
"Teaching is not only a kind of narration, but also an experience, exploration and feeling of students." Children's creativity is sometimes beyond our imagination: when teaching the crow to drink water, we are exposed to two groups of similar characters, namely, "bird" and "Wu", "drinking" and "thirst". This has always been a difficult point in teaching. The children thought for themselves and came up with such an answer:
Understanding of "black": "black" means black; "Wu" is smaller than "bird", because the crow is black all over, so we can't see its eyes. Regarding the difference between "drinking" and "thirst", the students said: "drinking water" should be done with your mouth, and your mouth must be wide (the image shows the font of "mouth"), so it is next to your mouth; "Thirst" is because you are thirsty and want to drink water very much, but you don't have to open your mouth to drink water, so you are next to the water.
3. Learn Chinese in life.
"Let Chinese come into life and learn Chinese in life." All along, students have been consciously guided to learn Chinese in their lives, so that children can deeply feel that Chinese is close to them. In this way, children will learn more confidently and actively. The teaching experiment of "life reading" proves this point well. On the street, on TV, in the carriage ... everywhere has become a place for children to read. Grasping every bit of life, we have resources in our eyes, education in our hearts, and curriculum resources everywhere.
Fourth, give primary school students a "perceptual classroom"
Dou Guimei, a famous special-grade teacher, once said: Students' perception ability is like a fulcrum on a lever. For human development, students' perception ability determines whether they can pry up this "earth" in the future. Feeling is not only a psychological activity, but also an emotional experience and aesthetic experience.
1, turn other people's emotions into your own.
The third volume of Chinese in the second grade of primary school describes the scenery in the south. How can students in the north realize the author's love for his hometown? Show the beautiful water town through the video, and then guide the students to introduce their beautiful hometown to everyone. The children are full of pride and admiration for their hometown ... in this way, the children naturally feel the author's feelings and deeply touched themselves.
2. Use other people's articles as annotations and your own life as text.
Every article has something worth understanding with students, and everyone's income is different. It is necessary to guide students to keep in touch with themselves, know themselves and understand life while learning and understanding other people's wonderful chapters, and "treat other people's articles as annotations and their own lives as texts"!
I sincerely hope that under the guidance of the new curriculum standard concept, every primary school Chinese class can accompany the children to spend a happy time!
Reflections on Chinese teaching in the fifth grade of primary school In this teaching and research class, I chose Captain among many texts. What is the reason? Because after reading the text, I was deeply shocked by the heroic behavior of the captain who was loyal to his duties and gave his life to save people. In front of my eyes, there seems to be a black statue. The captain stared at the front with a calm face Ask the whole world, who can truly achieve detachment and tranquility in the face of death; Can face death, leave the hope of life to others, and die for righteousness? This is beyond the reach of all living beings. From this, I can't help but think of the story of the sinking of the Titanic. There are striking similarities between the two. The ship also sank, and everyone rushed to escape. The captain ordered emergency rescue. The difference is that the captain was responsible for the sinking of the Titanic, because it was his wrong decision that caused the tragedy. And our Halwei Captain, from beginning to end, is so perfect. All his life, he is required to be loyal to his duties and complete his way of life. Such people are real heroes!
How can such a good text not seriously guide students to read and taste carefully and learn to be a man? Then, how to make students go deep into the text like me and have a deep reading experience and understanding? How can students have an interesting Chinese class? I want to:
First, study the textbooks in depth and really understand them.
The text is the novel Captain by Hugo, a famous British writer. It tells a touching story:1On the night of March, 870, due to the sudden collision of the great ship Mary, the hull of Normandy was knocked open, and all the passengers on board panicked and rushed for their lives. At this extremely critical moment, Captain Halway stepped forward. After reading the text several times, I have three thoughts: First, as a novel, we should focus on guiding students to perceive the image of Halwei Captain and feel the noble qualities of the characters by reading the text. Secondly, the conclusion of the article is that he once again used the rights of heroes. This is the author's evaluation of the captain and his expectation for future generations. How to make students understand the essence of heroes and resonate with the author in their hearts is a difficult point in teaching. Thirdly, how to emphasize humanism without neglecting instrumentality, and how to train students in language and writing. These are the three aspects that I focus on before teaching.
Second, read more articles, and feel in reading.
The ancients said, "You can never get tired of reading articles." A good article should make students go back and forth and read the taste. When learning the first command, I asked the students to read it for the third time. These three readings have their own purposes, each with its own emphasis, from the outside to the inside, and go deep at different levels to help students understand and feel the text while reading. You can understand "roar" as soon as you read it. Why are you yelling? How to shout? Read the second sentence and tell what kind of man Captain Halway is. Read it for the third time and convey your admiration for the captain by reading it aloud.
In the whole classroom teaching, reading aloud runs through the whole classroom. But due to a lot of content and tight time, the class ended in a hurry.