The purpose of case analysis of Chinese teaching in primary schools is to reflect and summarize the previous teaching, and his ultimate goal is to optimize Chinese teaching in primary schools. The so-called optimization means that the teaching investment is low, the efficiency can be achieved, and all the students in the class can reach the excellent level of Chinese learning. After years of Chinese teaching in primary schools, I think that to achieve the optimization of Chinese teaching in primary schools, we must do the following:
1, settle down to promote students' growth. What is the quality of Chinese teaching in primary schools proposed by the new syllabus? Chinese teaching in primary schools should take the growth of students as the starting point and lay the foundation for their lifelong study, life and work? . Grow what? Students' growth requires all-round development of morality, intelligence, physique and beauty. In Chinese teaching, we should improve students' Chinese quality in an all-round way. In the teaching process, students are educated in patriotism, socialist ideological and moral education and the enlightenment education of scientific thinking mode, so as to cultivate students' creativity, aesthetic taste, healthy personality and good will quality. ? This passage is not only the purpose of Chinese teaching in primary schools, but also a comprehensive induction and synthesis of Chinese quality in primary schools. Although Chinese quality mainly refers to Chinese ability, Chinese ability is also closely related to thoughts, thinking, passion, cultural common sense, study habits and other qualities. Therefore, the quality of China people is also the quality of life. Therefore, it is not only necessary but also possible to promote children's all-round and coordinated development through process Chinese teaching.
2. The unity of learning Chinese and learning to be a man is revealed. Chinese teaching in primary schools should not only teach and learn Chinese, but also teach and learn to be a man. In fact, learning Chinese and learning to be a man are unified. Through the process of Chinese class, students not only learn Chinese, but also learn to be a man, which is determined by the nature of Chinese subject in primary schools, the purpose and mission of Chinese teaching in primary schools and the content of Chinese teaching. The negative content contained in primary school Chinese is extremely rich. The purpose and mission of Chinese teaching in primary schools is to develop students' Chinese quality in an all-round way, which is the quality of being a human being. The passionate expression of the characters' emotions reveals the inner thoughts of the works. When students read these works, their thoughts and passions will naturally change, and they will gradually understand what they should stick to, what they should learn and what they should refuse. Often the brilliant image, pleasant plot or wonderful scenery reflected in an article will greatly affect the formation of students' personality and leave an indelible impression on their lives, which is a great driving force for their growth. As long as students have a thorough understanding of the works, they will inevitably be cultivated by subtle ideological passion; Only when students are infected by the passion of speech can they truly grasp the oratorical nature of the works. The two are inseparable.
Chinese teaching in primary schools has always faced up to the unity of literature and Taoism, but the unity of learning Chinese and learning to be a man is not so clear. Learning Chinese through process is more ideological than Chinese teaching. Thinking in Chinese teaching is mostly limited to the improvement of thinking familiarity, but? Being a man? The inner meaning of "is the steps". In the process of learning Chinese, it is necessary for dropouts to improve their Chinese ability, not only to improve their familiarity with concepts, but also to form wonderful behavior habits. Not just about. Do you know? And it should be beneficial? Okay？ . However, this cannot be achieved immediately, and it needs to be cultivated and accumulated over time. Learning Chinese and learning to be a man are bound to be unified, but they cannot be realized naturally, nor can they be completed by turning Chinese lessons into thinking lessons. It must be clear that the basic mission of Chinese teaching in primary schools is to improve students' ability to correctly understand and use Chinese. Therefore, when carrying out this matter, we should unify all the missions with the basic mission of Chinese teaching in primary schools.
Primary school Chinese case model essay 2 1. Create vivid teaching situations so that students can learn in fun? Interest is the best teacher? . Only when students are interested can they have a strong thirst for knowledge and take the initiative to learn. In Chinese classroom teaching, I strive to make students become lively, interested and willing to learn in Chinese learning, thus improving students' Chinese literacy. For example, in the teaching of "ornithology art", I carefully made pictures of various birds before class. When introducing the new lesson, I told the students by story introduction that the teacher invited a group of lovely bird friends to their side today, and then showed them pictures and posted them on the blackboard. The students were immediately attracted and their interest in learning was stimulated. On this basis, the theme is revealed. This kind of teaching will make it easier for students to enter China and expand their imagination. Compared with simple narration, it can stimulate students' spirituality and open the door for students to learn.
Second, mobilize students' multiple senses, so that students can fully display themselves. The new curriculum standard emphasizes that teaching activities are bilateral activities between teachers and students. Therefore, teachers should skillfully set questions in class, guide students and inspire their ideas, and students should acquire knowledge through their own activities. Therefore, the protagonist on the classroom stage is not a teacher, but a student. Without students' active participation in classroom teaching, it is impossible to have high quality and high efficiency. Psychologists believe:? Only by constantly inspiring students to start work, use their mouths and brains, find problems by themselves and solve problems by themselves can students always be in the best learning state of actively exploring knowledge and seeking answers. ? For example, in the teaching of "the art of ornithology", after revealing the topic, I let the students ask questions around the topic first, and then let the students teach themselves the text with questions, draw the answers to the questions as straight lines, and mark the places they don't understand with question marks. Self-study requires students to think and do while reading. Training students' hands, words and brains in this way can encourage them to give full play to their wisdom and ability, master knowledge and form skills in autonomous learning. Therefore, in classroom teaching, only by fully mobilizing students' multiple senses and allowing students to learn in an all-round way can we stimulate students' enthusiasm for learning, improve students' participation rate and make Chinese classroom full of vitality.
Third, let students think freely and let them learn through interaction.
In Chinese teaching, to construct semantic understanding and experience, students should be guided to have different opinions, and wise people should have different opinions and express their opinions boldly. Teachers should take advantage of the situation, let students think about the problem fully, and then express different opinions according to their own experience and knowledge accumulation, and debate the different issues. Through the debate, let the students know more about their feelings and understand that knowledge is endless. Even the knowledgeable people will know something and realize that learning is endless. In this class, the classroom atmosphere is very active. At the same time, the open classroom teaching gives students more independent learning space, and teachers do not hesitate to let students think and debate, which really makes students' thinking collide with the spark of wisdom in unrestrained discussion and inject vitality into classroom teaching. For example, when teaching the article "The Art of Bird Learning", ask the students: What do you understand after learning this story? Most of the students answered that only by studying patiently, modestly and seriously can we learn the real skills. But a student gave a different answer. He said that some birds didn't learn to nest because the Phoenix teaching method was not good.
His answer stirred up a thousand waves, and the students discussed it enthusiastically and listed some good teaching methods. Finally, I made a comprehensive summary on the basis of students' discussion, so that they could have a more correct understanding of the meaning of the text. In this way, students' enthusiasm for independent thinking is protected and their personality is fully displayed in the classroom. Fourth, carry out various forms of reading aloud to make classroom teaching? Live broadcast? Every text in the primary school Chinese textbook is a masterpiece that combines the beauty of literature and quality. Its wonderful context description, exquisite language use, profound ideological expression and unique opinions are all important contents to guide students' perception. Let students read aloud repeatedly in various forms, such as reading contest, organizing reading club, reading club, writing feedback, etc., so as to explore the wisdom potential of each student and give play to their skills. In the process of reading aloud, understand the content, accumulate words and phrases, and gradually improve the reading ability and students' writing ability.
For example, in the teaching of ornithology, let students focus on reading and guide them to read the languages of various birds repeatedly, so as to realize their inner thoughts and attitudes towards learning art. At the same time, on the basis of their feelings, let students write and perform teaching materials and plays. Their vivid images, rich and vivid language and unique expression techniques reflect their understanding of the text content. This kind of teaching allows students to choose the essence of their reading comprehension and express it concretely, so that they can be further sublimated in their own evaluation. 5. Respect every student, let students taste the joy of success, love students, treat every student equally, and let them feel the care of teachers. Good teacher-student relationship promotes students' learning. In daily teaching activities, teachers should pay close attention to the words and deeds of students, especially those with learning difficulties. Teachers should have a pair of students who are good at discovering? Beautiful? Eyes, pay attention to the advantages and highlights of students in one aspect, guide them to participate in appropriate learning, and give play to their special advantages. If teachers' indifference, blame and inappropriate criticism often dampen students' self-confidence, and once students lose their self-confidence, their initiative in learning will be greatly weakened, and of course they will lose interest in Chinese learning.
Therefore, as Chinese teachers, we should strive to create conditions for students with learning difficulties to succeed in Chinese class and taste the joy of success, so as to stimulate their interest in learning, make this part of the disadvantaged groups in class move and make the class really alive. How to effectively improve the learning enthusiasm of the disadvantaged groups? I tried hierarchical teaching in teaching practice, that is, I often asked some students with poor grades to answer some very simple questions and do some simple basic questions and exercises. If they do something right, do something right or do something right, they will be praised immediately and praised for their progress. Then gradually increase the difficulty of training and improve the training requirements, so that students with learning difficulties can make little progress in continuous training and experience the happiness of success. In addition, I often express some encouraging opinions to students with learning difficulties. For example:? Actually, you are very smart. As long as you work harder, you will learn well. You said this question very well, which proves that you are a clever student. As long as you work hard, you can learn well! Your point of view is unique! Your analysis is very reasonable! ? This kind of evaluation not only acknowledges the progress of students, but also strengthens the progress of students and makes them feel the progress psychologically. Therefore, I like Chinese teachers and Chinese classes.
In short, to make our Chinese classroom full of vitality, we must turn it into a place where students are willing to learn, give students the right to learn, and let students' personalities fly in the classroom.