Reflection on Chinese teaching in primary schools (1) It is a realistic problem that every teacher must think about in the new situation to cultivate students' autonomous learning ability and let the concept of cooperative inquiry guide their own teaching, so as to improve the efficiency of classroom teaching more effectively.
According to the experience of famous teachers and the thinking of expert reports, I tried the four-link group learning method of "preview, query, discussion and feedback" in senior one last year, which also initially cultivated students' ability to question and find problems, but the habit of self-study has not been well developed, let alone their interest in learning. The diversity of our Chinese subjects determines the importance of interests, hobbies and habits, but what is facing us is the long-standing problem of composition-how to overcome the passive acceptance of students in the past, such as "teachers put forward propositions, put forward requirements, students think about writing and correct them", and sometimes they are not interested at all, let alone express their true feelings in writing, and the relevant correction feedback is not targeted and effective. I thought about this passive composition class for a long time and decided to try a group cooperation learning method.
Composition class, uncharacteristically, first analyzes the gains and losses of the last student's composition, and then determines the requirements and objectives of the composition. In view of the unclear narration of the last news facts, the general requirement of "reasonably explaining the narrative elements and explaining one thing clearly" was put forward.
Then, under the organization of the group leader, each group discussed the proposed topics and briefly talked about their ideas. The team leader motioned and the teacher timed it.
Meditation and independence, the teacher observes the situation of each group.
After writing, the group leader said that he could write reading notes.
After the unification is completed, cooperate with the correction.
The first step: communicate to find the advantages, evaluate the highlights, write the main contents and summarize the main idea.
Step 2: communicate and find fault, and point out the shortcomings (such as typos, sick sentences, etc. ).
Step 3: I read the article in a low voice, read it aloud, then reflect on other people's comments and make pertinent suggestions to myself in combination with my own feelings.
Finally, exchange ideas. Each group pushes a beautiful article for everyone to appreciate, and the person in charge of the composition scores according to each group. The teacher will find out the advantages and disadvantages according to the situation of each group, sum up the shortcomings (commonness), and think about the requirements and goals of the next composition.
After such a change, all the students in the composition class rose up and devoted themselves wholeheartedly. Each student has read at least three similar compositions and listened to six beautiful articles, which has made great gains in hearing and vision. Compared with the previous single boring form, the enthusiasm of students is greatly improved, and the cohesion and centripetal force between groups are enhanced.
Because it has just started, after all, there are many imperfections, such as the distribution of time, the imbalance of time in each group, the difference of ability level of group members and so on. This determines that I will work harder to explore and improve in the future.
After several weeks of teaching experience, I think it is more important to let appreciation enter Chinese teaching, which can improve the teaching quality and make students love learning Chinese. Specifically from the following aspects:
First, the relationship between teachers and students is equal.
In appreciation education, the relationship between teachers and students is equal, teachers are not inviolable authorities in front of students, and students are not obedient and inferior. Only by establishing a democratic and equal relationship between teachers and students can students feel safe, full of confidence, activate their thinking and dare to ask questions and questions. This creates a relaxed, happy, democratic and harmonious environment for students' active participation, and urges students to have a strong desire for knowledge, that is, to kiss their teachers and learn their ways. Successful teaching depends on a harmonious and safe classroom atmosphere. The establishment of this kind of atmosphere needs the help of some means, such as gentle eyes, kind touch and ardent hope, to strengthen the emotional communication between teachers and students, to make students rely more on teachers, and thus to stimulate students' greater enthusiasm for learning, which is the key for students to learn Chinese well.
Second, I believe that every student can succeed.
The Rosenthal effect experiment says that if teachers give students confidence, students will have high achievements. Teachers' trust in students is a great encouragement. Mr. Tao Xingzhi also advised us: "There is Watt under your pointer, Newton in your cold eyes and Edison in your hungry smile." As teachers, we should believe that every student has the hope and potential for success, and the role of teachers is to awaken students' self-confidence.
Third, reading teaching makes students feel more about themselves.
In reading teaching, teachers should renew their ideas, give students the position of learning and development, and cherish students' unique feelings, experiences and understanding. Teachers should fully affirm students' various answers. Even if the students' answers are naive, superficial or even one-sided and wrong, teachers should avoid "killing with one stick" and enthusiastically encourage, guide and care for the shining ideological flame, which has a great influence on students. Let students develop their own thinking and gain aesthetic experience, thus improving the quality of Chinese reading.
Fourth, in composition teaching, let students learn to reflect.
Under the restriction of exam-oriented education, students' individuality and creativity in composition disappeared. There are always a few empty words, cliches and lies in the composition, which is divorced from the true inner feelings and makes the composition lose its fresh life and color. In this case, the teacher encourages students to write compositions, observe diaries, and have review consciousness, review consciousness and weekly diary consciousness. This kind of composition often has the expression of students' true feelings, distinctive leap of personality and unique words, and often many excellent works emerge. Only after a long time can students find their own writing personality.
Teachers can allow students to develop in different degrees, and grasp the advantages of students' compositions to encourage them, such as good sentences, accurate words, good beginning or ending, etc. Stimulate students' enthusiasm and confidence in writing. Composition evaluation focuses on encouragement. Of course, the main problems in the composition need to be pointed out in a euphemistic and acceptable way for students. Then, in the future, students will be more active and enthusiastic, and they will be able to show or express themselves better. It is obvious to change some shortcomings in students' composition by appreciation, which can quickly improve students' writing level.
In recent years, I have also accumulated some teaching experience, but I failed to take the initiative to record it, which led to the loss of valuable teaching experience with memory. Now, I finally get up the courage to sit in front of the computer and tap the keyboard quickly, in order to record the dribs and drabs in teaching and provide strong support for my future teaching.
The new curriculum reform is flooding in, some people are confused, some people are confused, and some people are happy. In fact, I think the most important thing should be the change of teachers' concept. Teachers are the implementers of the new curriculum reform. Without the participation of teachers, curriculum reform will become a castle in the air, a tree without roots, and passive water.
However, the most important thing at present is that some teachers teach new lessons in the old way, and the methods are still the same. They regard students as containers of knowledge, dismember and chew the texts and feed them to students. What students get is tasteless knowledge residue. Some teachers have changed from full-time irrigation to full-time questioning, and they are arrogant and arrogant. Students passively accept it, so the Chinese classroom becomes an explanation of the text, without students' perception and experience of the text. Students become slaves to teachers and textbooks and become supporting roles in the classroom. Classes like this continue to stage such tragedies today. If this is really the sorrow of the new curriculum reform.
The core idea of the new curriculum standard is "independence, inquiry and cooperation". Every teacher must fully understand this and grasp the basic essence of the course. In fact, we don't want to have wonderful classes, but we must have serious classes. We should always use the new curriculum standards to guide our Chinese teaching, so that students can fully understand the text and read more and better books. In class, let students write whatever they can say, ask, ask and write. Do everything possible to move students and let them understand the text deeply. Let every Chinese class become a classroom for students and a classroom for students to explore and cooperate independently. I think if so, there will be hope for the new curriculum reform.
Reflections on Chinese teaching in primary schools Part IV: Times are changing, teaching materials are changing, and people's ideas are changing. The promulgation and implementation of Chinese new curriculum standards are both opportunities and challenges for Chinese teachers and researchers. Chinese classroom teaching reform is a hot topic, but also a difficult one. A new round of Chinese teaching reform is quietly emerging. Our teacher studied the new curriculum standards hard and made a strong exploration at the same time.
Facing the new curriculum standards, new textbooks, new teaching objectives and evaluation system, it is necessary for us to study again and be a primary school student. We should seriously understand the new concept of curriculum reform, distinguish the difference between the new curriculum standard and the previous syllabus, deeply understand the characteristics of the new teaching materials and reconstruct the new teaching system. You can't be self-righteous, otherwise you will only "change the old wine in new bottles" or "change the soup without changing the medicine" in teaching practice. As a Chinese teacher, he should not only become the main carrier of classroom teaching, but also become the pioneer of teaching and research in the new round of teaching reform. Teaching and scientific research, become an expert and scholar teacher. At the same time, we should also pay attention to playing different roles in specific Chinese teaching. You should be a student's coach, a student's sparring partner and sometimes a student's study partner. It should be said that under the new curriculum standards, the requirements for Chinese teachers are getting higher and higher. If you can't grasp the position in the curriculum reform and play your role well, you will only lose your way and be at a loss.
We should also treat the new curriculum standards and new ideas rationally. It is inevitable that Chinese teaching needs reform, and we can't stick to tradition and stand still. However, we can't rush for success. Combining old textbooks with traditional teaching methods, a new teaching mode of "trying in practice and learning in reflection" is constructed. In the specific teaching practice every day, we should constantly sum up and reflect and make continuous progress. The integration of teaching materials resources is mainly manifested in the crisscross of the internal knowledge structure of Chinese teaching materials and the connection with other disciplines and social life. Over the years, our Chinese teachers have been accustomed to "cramming" in teaching, dismembering literary works with strong humanity with rationality and imprisoning students' aesthetic imagination with rationality; Divide a beautiful article into interrelated knowledge points, and after learning the new curriculum standard, you must have an open concept when using the teaching materials. Breaking the original scripted teaching and advocating "teaching with textbooks" instead of "teaching textbooks" are the basic tasks in teaching. Moreover, Chinese classes are not necessarily limited to Chinese textbooks, but should also be combined with other learning contents to broaden learning resources. Moreover, we should combine life and apply it to life to truly apply what we have learned. The integration of learning resources is an extremely broad concept, which includes learning methods and contents. As far as learning methods are concerned, there are three kinds of learning: holistic learning, cooperative learning and individual learning. The traditional Chinese classroom is a monologue of the teacher, one-to-many communication, ignoring several other learning methods. The new curriculum standard of Chinese is a kind of learning method that advocates research, inquiry and autonomy, and advocates a variety of interactive learning methods such as teachers and students, students and man-machine, so that students can get the greatest teaching benefit from the only learning resources. The integration of teaching resources is a big article. Space is limited here, so I won't say much.
For the new curriculum standards and new textbooks, it should be said that most teachers are still in the learning stage and have little practical experience. Perhaps this is why it is more attractive. Naturally, our research space is also extremely broad. Of course, the curriculum reform is long and arduous. "The road is full of Xiu Yuan, I want to search up and down." Learning the new curriculum standard can't be metaphysical, out of context and distorted. We should doubt and innovate the traditional way, but we can't completely abandon it. After all, there are rules to teach, but there are no fixed rules. Otherwise, it will fall into the quagmire of a certain teaching model and be modeled again. I think this is not the original intention of the new curriculum reform.
Reflections on Chinese teaching in primary schools. There are many shortcomings in the article "Two Diaries" in Lesson 24, Volume 3 of the Chinese People's Education Edition for Primary Schools. I now reflect the following:
In Chinese learning, the process of students from reading "enlightenment" is essentially a process of exploring from known fields to unknown fields, and it is also a process of constantly discovering, asking and solving problems. As Einstein said, "It is more important to ask a question than to solve it." Giving priority to reading means not reading aloud and reciting mechanically, but reading for reading. Instead, teachers are required to promote students' independent reading through methods such as "inducing reading by text, guiding reading by reading, taking reading by speaking, and promoting reading by evaluation" to achieve the purpose of "promoting thinking by reading, passion by reading, and enlightenment by reading".
First, induce reading through context.
Teachers create reading situations through emotional language, music, pictures, objects, slides, movies and other real and vivid media, thus inducing students' reading enthusiasm, activating the sparks of students' thinking, enabling students to better understand the language, causing emotional resonance, and achieving the goal of "understanding their feelings through language". In this teaching session, in order to let students realize the hardships of Sister A Ying's life, I found a video comparing the life of children in cities and mountainous areas, so that students can listen to this video, and then let them enter the learning situation through their own emotional narration, so as to better understand the helplessness and desire of children in mountainous areas. But the problem of this teaching link is that children are not allowed to express their inner feelings happily and can't let go. In fact, many students have their own experiences. But the teacher didn't give them a chance to express their inner world.
Second, read by reading.
Teachers' reading can drive students to read, and gifted students can drive poor students to read, or stimulate students' emotions, or grasp the emotional tone, or promote thinking and deepen understanding. For example, when reading the first dream, there is a feeling of hope and expectation in the tone, and when reading the second dream, there is a pleasant aesthetic feeling after helping others; Only by understanding these two points can I understand the sincere feelings of language. In this respect, I am not very enlightening. How can I move my heart and prevent students from chewing the text delicately?
Third, read with reading.
By reading key sentences, let students talk about their feelings and experiences, drive students to study the text in depth, and cultivate and exercise their oral English ability. As designed in this lesson, what questions will I have when I can't see my beloved clothes? How will I feel when I know that my mother has ulterior motives? What does Sister Aying want to say to those who have helped her ... These creative questions need to be strengthened on the basis of reading. In the usual classroom, great efforts should be made in the logic and rigor of expression, so that students can create their own situational questions by understanding the text, instead of taking the teacher's good route, which is a bit original and makes their thinking open, rather than superficial. Only in this way can students understand the content of the text more deeply and feel the text with their heart.
Fourth, to promote reading by evaluation.
Through self-evaluation and peer evaluation of reading aloud, students can be encouraged to think, help them understand the text, and further read aloud on the basis of evaluation, thus stimulating interest, deepening interest, deepening sentiment and accumulating language. Teachers can guide students to say, "Why do you study like this?" "Where to read well, talk about why it is good in combination with the text" or "Let's learn from him and read together" to promote students' reading. In the teaching of this class, on the basis of overall perception, let students read my two dreams freely, and then understand the difference between them through the evaluation of "reading". So as to achieve a natural effect. I read a little less this year, so my classmates don't understand it very well.
Of course, while advocating students' unique feelings, it is not to let students drift with the tide and ignore the cultivation of students' basic ability to learn Chinese, but to activate students' original spirit, let students actively integrate into the reading situation and feel the magical and profound meaning of language, so as to promote students' reading awareness and improve our reading teaching quality.
In short, in the future Chinese class, I want students to deeply understand the content of the article, truly "read more and understand more", and achieve the realm of "make the finishing point" and "keep your word". Fully embody students' dominant position, and make students' Chinese learning solid, efficient and full of fun. Try to make every student learn independently and be a happy reader!
These are just some irrelevant personal opinions, but they are all from the heart. Want to listen to the teacher's advice, let's study together, grow together and be happy teachers!
Reading the sixth article of reflection on Chinese teaching in primary schools can inspire students to observe life with their own eyes, feel life with their own hearts, record life with their own pens, and let them turn the impulse to record life into their own actions.
In the first class of this course, my teaching goal is clear, the teaching is difficult and the teaching process is smooth.
There are many new words in this class. First, let students master the pronunciation of new words. I read by name first, and then read together. Most students can read the pronunciation correctly. But there are also a few students who have not mastered it. The form of reading new words is too simple, which does not fully stimulate students' interest in learning. Some flexible and lively forms such as "picking apples" should be adopted to stimulate students' interest in literacy.
In the reading of the text, I adopted various forms, such as free reading, named reading and group competition reading, so that students can consolidate new words in reading. But it is not implemented in reading sentences. For some long sentences, teachers can set an example to help students overcome difficulties. In view of the common problem that students are easy to add and subtract words in reading, we can adopt the method of setting obstacles. Ask the students to listen to the teacher carefully and listen to the words that the teacher intends to add or subtract. It can not only arouse students' enthusiasm for listening carefully, but also cultivate students' good habit of reading without addition and subtraction.
Due to lack of time, the task of writing teaching has not been completed. Among the eight words to be written in this class, there are many words that are easy to mispronounce. Before writing, students should be instructed to read repeatedly to consolidate their pronunciation. Before writing, let the students observe the font and its position in Tian Zige. Then let the students write empty books, draw red, and write temporarily. The teacher holds the camera to guide the evaluation, praise the good ones in time, and correct the bad ones in time. This lesson focuses on the writing of the two radicals "female" and "Japanese".
In addition, I haven't done enough in the standardization of classroom discipline. Some incentives should be taken to make students concentrate in class.
Finally, thanks to teachers and researchers for their careful guidance and care. Let me have a new understanding of a good class. thank you
Reflections on Chinese teaching in primary schools Part 7 will end two diaries today. At the beginning of the class, I will enter this class with my dreams. The children's interest is still very high. Today we will continue to learn two diaries. Students read the full text and talk about their own experiences and problems. When reading the first diary, I mainly guide students to experience the beauty in their dreams, and at the same time pay attention to the training of language and writing, but let students practice too much and have no good grasp of time. Such as envy, can't wait to guide reading through some keywords.
In reality, I don't understand my mother's practice, so I think my mother is very stingy. Here, I will lead students to read according to the author's ideas and understand the author's mood from happiness to anger to unhappiness. I don't want to analyze from my own understanding. When the students read the first diary well, I asked: The little author doesn't understand what his mother did. what do you think? Do you think his mother is stingy or not? Read the text silently and think again.
So, the students began to analyze, and some thought that her mother was willing to buy her so many books and bought her a skirt, but it was different from what she wanted, indicating that her mother still cared about her, and so on, and the opinions of the students were so much.
The latter diary mainly solved the question just now: who is A Ying? Where is she? Why did mom buy her a present, too? Finally, why didn't the little girl want that white gauze skirt? After reading and thinking, students understand thoroughly, so on the basis of understanding, they organize students to read repeatedly and read different tones in combination with understanding. The little author is also happy.
As for the format of the diary, it is still not detailed enough. The teaching emphasis of this course is not well grasped and the research materials are not thorough enough. The blackboard writing is too simple, highlighting the theme, the keyword blackboard writing is not in place, it should be concise and clear, and some keywords should be written on the blackboard in time.
In fact, students should be organized to talk about their ideas after class. Talk about your determination and practice in life, and how you should save money to help A Ying and children like A Ying. I should bring it into reality, that is, save money to help some poor students in Jiyuan mountainous area. But time is running out. The whole schedule is loose in front and tight in the back.