Many rural students have a weak foundation, insufficient attention and low consciousness.
Second, teaching methods (A) teaching preparation
Pre-class teaching preparation should include the determination and description of teaching objectives, the processing and preparation of teaching materials (including the development and utilization of curriculum resources), the selection of main teaching behaviors, the compilation of teaching organization forms, the formation of teaching plans and the production of teaching AIDS. The author thinks that students' preparation before class is also very important.
In the previous Chinese pre-class preparation, except copying teaching plans, most of the energy was spent on preparing teaching AIDS. Effective preparation before class should be spent on students' study preparation, so that classroom teaching can be really effective.
1. Students should be allowed to read the text several times before class. 2. Remove obstacles on first reading.
3. Read it again.
(2) Teaching process 1. Teaching organization link Teaching organization link refers to the short time from the ringing of lesson preparation bell to the beginning of class. The key point is to make primary school students prepare psychologically before class and keep their attention in a good orientation. 2. Introduction to Teaching
Teaching lead-in refers to the guiding stage before teachers start teaching content, and its focus is to help primary school students improve their learning objectives, stimulate their interest in learning, attract great attention and create a good start.
3. Teaching marching link
Teaching progress is the most important. I think we should pay attention to the following points: (1) Take students as the main body.
(2) Open teaching
(3) Pay attention to the edifying function of Chinese.
(4) Set aside time for practice in class.
4. End of teaching
If there is a lack of generalization and summary of knowledge in the end, students will not know what the teacher said after a class, and will not form a clear classroom learning gain.
Specifically, a good ending link should include three basic aspects: summary, ending and assignment.
Third, after-class reflection
(1) We can reflect on our success.
(2) We can reflect on our mistakes.
(3) You can reflect on students' opinions.
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Basic experience of improving the quality of Chinese teaching in rural areas
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Basic experience of improving the quality of Chinese teaching in rural areas
Chinese is an important communication tool and an important part of human culture. In the process of Chinese teaching in rural areas, students need more patience and skills than urban primary school students in acquiring knowledge, developing intelligence and ability, and cultivating emotion and will. Therefore, in rural areas, we need to pay more attention to the effectiveness of classroom teaching and strive to improve the quality of Chinese teaching. So, how can we improve the quality of Chinese classroom teaching? I think we can make efforts in the following aspects: 1. Understand students.
Many rural students have a weak foundation, insufficient attention and low consciousness. Their attention to concrete, vivid and intuitive things is dominant, and their attention to abstract materials is developing. Especially the knowledge level and speech level of junior students are limited, and concrete thinking in images plays an important role. Therefore, in addition to the basic knowledge necessary for teaching, students' interest should also be aroused. Concrete, vivid and intuitive things are easy to attract their attention. According to the characteristics of children's concentration development, appropriate methods can be adopted to train and cultivate children's concentration in a planned and purposeful way. As long as you adopt a scientific method and attitude and work hard, you will surely succeed. Second, teaching methods.
Teaching preparation
Pre-class teaching preparation should include the determination and description of teaching objectives, the processing and preparation of teaching materials (including the development and utilization of curriculum resources), the selection of main teaching behaviors, the compilation of teaching organization forms, the formation of teaching plans and the production of teaching AIDS. The author thinks that students' preparation before class is also very important. Teaching is carried out on the psychological basis of students' desire to learn. Only when students want to learn can teachers' teaching be effective. Only when students are interested in the teacher's teaching behavior will they want to learn. In other words, teachers' teaching methods must serve students' learning methods in order to make students want to learn. How to make students want to learn in class? Guiding students to prepare well before class is the key. In the previous Chinese pre-class preparation, except copying teaching plans, most of the energy was spent on preparing teaching AIDS. For example, according to the teaching content of this class, draw a good text illustration or find a good text illustration slide; Write a small blackboard or slide for what students are required to master, and even text fragments should be copied on the small blackboard or slide. Especially in open classes or demonstration classes, the preparation of a single teaching aid requires several classes, and some teachers actually have to ask people to prepare teaching AIDS for a day or two for a demonstration of less than one minute; In order to introduce topics, attract students' attention, and bring students into the so-called situation (self-designed circle), just a few leads must be written several times. This kind of preparation before class truly reflects the teacher's responsible attitude towards work and the teacher's seriousness about teaching. Is it effective to spend so much energy preparing? Is it in line with the spirit of the new Chinese curriculum standard? In essence, all the above preparations reflect the preparation of teachers' teaching, while ignoring the preparation of students' learning. Effective preparation before class should be spent on students' study preparation, and classroom teaching can be really effective. The new Chinese curriculum standard emphasizes: "Students are the main body of learning and development." "fully stimulate students' initiative and enterprising spirit, and advocate independent, cooperative and inquiry learning methods. "The cultivation of autonomous learning ability should not only be limited to classroom teaching, but also extend to before and after class, especially before learning new courses, and also cultivate students' autonomous learning ability (preview method). 1. Students should read the text several times before class to learn Chinese. The best way is for students to read. "Chinese Curriculum Standards" clearly points out: "Reading is a personalized behavior of students, and teachers' analysis should not replace students' reading practice." Special emphasis on personal experience, with the word "self" as many as ten kinds of expressions; Such as "have your own feelings and thoughts", "find out your favorite idioms and aphorisms", "communicate your reading feelings" and "put forward your own opinions and questions and make your own judgments". All these show the importance of self-study. If reading is limited to classroom teaching, it is difficult to achieve the reading goal proposed in the new curriculum. Therefore, students should be instructed to read aloud repeatedly before class.
2. Remove obstacles when reading for the first time
It is to find out the words you don't know through the first reading and learn (including writing) with the help of Pinyin. Then contact the context or borrow reference books to understand the words you don't understand. 3. Read it again.
When students can read the text correctly, they can read it fluently after several times, and when they really read it with emotion, they also need guidance in class. When students can read fluently, they can stop and think about what they have read. Think about what you don't understand, you need to question what it is, and then write it all down (you can write it in the corresponding place in the book) and bring it to class to communicate with your peers.
(2) Teaching process 1. Teaching organization link Teaching organization link refers to the short time from the ringing of lesson preparation bell to the beginning of class, and its key point is to make primary school students prepare psychologically before class, so that their attention is in a good orientation state. (1) Stabilize your mood. Students' mood is not stable enough just after the exam or the game between classes, or the argument and discussion between classes. Teachers can use language to hint or refute students to stabilize their emotions. Students are required to enter the classroom immediately after the bell rings, so as to ensure the necessary time to stabilize their emotions and avoid the unintentional attention of the whole class caused by individual lateness. (2) Avoid some inappropriate practices. Teachers should not distribute the test papers of the last exam or announce the results at this stage, nor should they put teaching instruments or teaching AIDS directly on the podium, but should put them in the lecture desk to avoid causing students' unintentional attention and distracting them. (3) Sticking to a series of standardized actions of the "sitting up" ceremony can help primary school students draw a clear dividing line in their consciousness, so that they can more consciously turn their awareness of pre-class activities to their current awareness of pre-class activities, which is conducive to timely attention transfer.
2. Introduction to Teaching
Teaching lead-in refers to the guiding stage before teachers start teaching content, and its focus is to help primary school students improve their learning objectives, stimulate their interest in learning, attract great attention and create a good start. Teachers can arouse students' indirect interest in the learning results by briefly explaining the significance and importance of this lesson, so as to arouse their intentional attention to the teaching content. Teachers can also start with vivid examples, and through vivid and enlightening narration, catch students' attention at once, make them have a direct interest in the learning content itself, and create conditions for the attention state after the classroom enters the intention.
There are two ways to guide classes: one is indirect guidance, and the other is direct guidance. Indirect guidance refers to the creation of certain teaching situations, putting forward the topics to be studied and writing them on the blackboard. There are many ways of indirect import, such as story import, riddle import, preview import, song import, picture import, game import, question import and so on. The introduction of the first six methods is related to the teaching content, which is a kind of bedding and foil for the teaching content; The introduction of games can have nothing to do with the teaching content, and its purpose is to stimulate students' learning enthusiasm through games between teachers and students, so that students can reach the realm of happy learning. Direct guidance is to come straight to the point and make clear the learning content directly, write it on the blackboard, put forward the learning requirements and learn new lessons. Note: what kind of lead-in method is adopted in teaching depends on the teaching content, and it is forbidden to copy it mechanically.
3. Teaching marching link
The teaching process is the most important. I think we should pay attention to the following points: (1) Students are the main body, students become the masters of the classroom, and teachers become the discoverers, developers, appreciators, organizers and guides of the classroom. In the whole teaching process, the teacher did not interfere with the students' learning behavior from beginning to end, which fully reflected the student-oriented principle and allowed students to communicate, discuss, argue and ask questions in class. Teachers only give appropriate guidance in standardizing students' learning behavior and maintaining classroom order. Students speak freely in class to express their feelings and arguments about the text: Is Bian Que's method right or wrong? what should he do ？ The students expressed their views from different angles, and some even compared Bian Que with doctors today. We can see that students are thinking and exploring, which truly reflects the students' orientation and makes the classroom a training ground for their study.
(2) Open teaching, the infiltration of the open teaching concept proposed by the new curriculum is not to let students go, but to open teaching materials, open evaluation to students, and advocate diversified teaching, which includes students' different experiences and feelings about teaching materials. The above teaching fragments reflect students' different understanding of the characters in the text and appreciate them from different angles.
(3) Pay attention to the edifying function of Chinese, the value orientation of teaching content and the unique experience of students. In the expression of the general goal, the Chinese curriculum standard emphasizes that the education of emotion, attitude and values should proceed from the internal needs of students' development, pay attention to the characteristics of Chinese subjects, and link the guidance of values with improving cultural taste and aesthetic taste. Bian Que's treatment is a very interesting story. It expresses a profound truth with short, concise and unpretentious stories. In this teaching clip, while paying attention to the value orientation of the above teaching content, teachers should appropriately expand the teaching content, respect students' unique experience, and encourage students to think in many ways and express themselves in many ways.
(4) Set aside practice time in class. Chinese classes tend to talk more and write less. Writing training is often dragged out of the classroom, and classroom written homework becomes extracurricular homework, which greatly reduces the efficiency of classroom teaching. If we put pen practice into practice in classroom teaching, let students finish their homework in class, correct students' learning attitude through teachers' patrol guidance, help students with learning difficulties, improve the training effect, and make students write more correctly, with higher accuracy and faster speed, the effectiveness of classroom teaching can be improved.
4. End of teaching
Confucius said, "Reviewing the past and learning the new can be a teacher." Psychological research shows that primary school students' attention can only last about 20 minutes, and some students miss the key and difficult points of a class because of their inattention. If they lack the "finishing touch" of key knowledge at the end, some students will not be able to get remedies in time. They had to make use of their extra-curricular time to make up for the deficiencies in class, which increased the extra-curricular burden of students. However, some students did not make up for it in time after class, which affected the efficiency of class the next day. If this goes on, a vicious circle will be formed, and more and more knowledge will be left behind, eventually becoming "students with learning difficulties". Therefore, if there is a lack of generalization and summary of knowledge in the end, students will not know what the teacher said after a class, and will not form a clear classroom learning gain. In a word, the teaching function of the ending link is not fully exerted, which seriously affects students' knowledge structure, memory, skill formation and the development of multiple intelligences. Specifically, a good ending link should include three basic aspects: summary, ending and assignment.
(1) To sum up, Chinese classroom activities in primary schools are very rich, and students are often prone to interest transfer. Therefore, at the end of classroom teaching, summarizing the teaching content of this class in various forms, including summary and practice, can help students form a clear language awareness and strengthen their brain and nerve memory of the new language they have learned.
(2) Assigning homework, after-school homework is an effective activity for students to consolidate what they have learned in class, an extension of classroom activities, and a key link to transform teaching content into students' own knowledge and ability. At the end of classroom teaching, homework must be clear. The way of assigning homework can be presented in words or expressed in words, with clear quality, quantity and time requirements.
(3) End, what is the end of the class? That is, when the teacher completes a teaching content, he summarizes the knowledge of this lesson, so that students can form a system of what they have learned and transform it into sublimation. At the end of a good class, you can summarize the content of your study, which can consolidate your knowledge and strengthen your memory. Teachers should be as kind and natural as possible at the end of classroom teaching, don't act rashly, and show respect and even gratitude to students. Moreover, teachers should not leave immediately after class, but should pay attention to whether any students ask new questions and try to take care of special student groups or individuals, especially those with learning difficulties. So, how should the Chinese class end? We think the following types are common. (1) At the end of induction, the contents taught in class are summarized. This kind of induction can't be done simply by looking at the blackboard. We should accurately grasp the internal essence and integrity of knowledge points in each text, which will help students grasp the key points of the text and form a system of knowledge, thus stimulating students' interest in learning and enhancing their understanding of the ideological content of the article. (2) The finishing touch is to summarize the key points, difficulties or essence of the teaching content with essential sentences to give students a complete and clear impression. (3) Imaginative ending, that is, according to the tone and potential content of the text, let students make further assumptions and imagination with inspiring sentences, thus ending the new lesson. (4) Extended ending, that is, at the end of a class, teachers ask difficult questions related to the text or induce suspense, so that students' knowledge can be expanded. ⑤ Practice-oriented end, that is, aiming at the problems that students are likely to encounter when understanding the text, carefully design the corresponding practice questions, and practice by asking questions, writing on the blackboard, discussing or testing a few minutes before class, so as to improve students' understanding and grasp of the text. At the end of reading, that is, at the end of the class, let students read the whole article or the wonderful paragraphs, so as to understand the author's thoughts and feelings and deepen their understanding of the text. ⑦ Evaluation-oriented ending, that is, at the end of a class, make a concise evaluation of the content, theme, expression or outstanding writing characteristics of an article, so as to deepen students' understanding of the text. ⑧ Doubtful tail means that at the end of the class, the teacher deliberately leaves questions to arouse students' thinking, so as to stimulate students to continue learning the text after class and further understand the content of the text. In short, in order to achieve the expected purpose of classroom teaching, the ending link can not be ignored, and it is necessary to start and finish.
Third, after-class reflection
The new curriculum standard emphasizes teachers' teaching reflection. It is mainly to reflect on whether the teaching behavior achieves the teaching goal. When setting the teaching objectives of each class, we should pay special attention to cultivating students' scientific literacy, that is, "three dimensions"-knowledge, ability, emotional attitude and values. Modern teaching requires getting rid of the framework of knowing only and entering the track of harmonious unity of cognition and emotion. Because for the sustainable development of students, ability, emotional attitude and values have wider applicability and longer persistence. A lot of knowledge is easy to forget with the passage of time, what's more, knowledge is updated very quickly now. As long as you have the ability to acquire knowledge, you can acquire knowledge through many channels. Therefore, emotion, attitude and values must be organically integrated into the teaching content and consciously run through the teaching process, making it the flesh and blood of the teaching content and the soul of the teaching process. Only by reflecting on one's own teaching behavior, summing up the success or failure of teaching, and reviewing, analyzing and examining the whole teaching process can we form the consciousness of self-reflection and the ability of self-monitoring, constantly enrich self-cultivation, enhance self-development ability, and gradually improve teaching art, thus realizing teachers' self-value. In fact, teaching reflection is not for people to see, but for improving their teaching level, for this crop of children, for their own responsibilities. Reflect on what?