Flexible use of textbook resources to effectively guide composition-A summary of the theme teaching and research activities of the sixth grade Chinese teaching and research group in Shanghai primary school
Shanghai primary school Wu
Time flies, in a blink of an eye, more than half a semester has passed. In the past semester, our sixth-grade Chinese teaching and research group asked six teachers to work together, learn from each other and discuss together according to the requirements of the thematic teaching and research activities put forward by the school, which made the thematic teaching and research activities achieve good results. The research work of our group is reported as follows:
The teaching and research theme determined by our group is: flexible use of teaching materials and effective guidance of composition.
(A) found the problem, establish the theme
As we all know, composition is the comprehensive embodiment of students' Chinese ability, and composition teaching is also the difficulty of Chinese teaching in primary schools. In recent years, a large number of argumentative essays and successful teaching examples have emerged in the exploration of composition teaching methods. But in practical work, composition teaching is still our biggest problem. As far as students in this grade are concerned, most students in the class have problems such as lack of interest in writing, unsatisfactory composition and inability to describe it in detail. How to find a way out in composition teaching? "Chinese New Curriculum Standard" points out that the implementation of curriculum reform should enhance the awareness of curriculum resources, and teachers should strive to tap the curriculum resources of teaching materials. The rich humanistic spirit and unique emotional charm contained in this article, as well as beautiful and vivid language, flexible and delicate expression and ingenious layout, provide a model for every reader. Teachers can make students learn these methods purposefully and in a planned way according to their grade characteristics in reading teaching, and carry out effective transfer training on these methods in composition teaching. In view of this, after many discussions, the teachers in our grade group chose "making full use of textbooks, tapping the writing skills in existing textbooks and conducting effective composition teaching" among many teaching and research topics.
Guidance is the theme of teaching and research. This is not only in line with the concept of "pointing to the expression of reading class" proposed at present, but also the transfer and application of the method of learning text writing.
(2) Think deeply and form a plan.
At the beginning of the semester, after our group established this research topic, we first collected and sorted out relevant materials and borrowed some research strategies related to this topic. On the basis of full argumentation, our six teachers discussed and formulated the implementation plan, including the theme of this study, the purpose and significance of the problem, research ideas, activity steps, expected results and measures taken.
Special study and experience exchange
In order to ensure the smooth development of thematic teaching and research, we organized members to study and accumulate articles on teaching theory and practical strategies. Our research group studied Interpretation of Chinese Curriculum Standards for Primary Schools (Senior High School Work), Development and Application of Chinese Curriculum Resources, and Expression-oriented Reading Teaching published by Jing Zong on 20 13, and observed Professor Guan Jiangang's lesson The Ideal Kite.
On this basis, our group revolves around "how to integrate the writing knowledge in the existing textbooks and transfer it to composition teaching?" "What is the greatest gain from applying this viewpoint in teaching?" Communicate with others. Teachers talked about their own understanding, exchanged learning experiences and gained valuable opinions.
(4) Teaching attempts and discussions.
Classroom teaching is the main position of thematic teaching and research activities. Teaching research must pay attention to the classroom and guide teachers to pay attention to the classroom in order to effectively improve teaching ability. Therefore, our group decided to carry out the research theme by the history seminar, taking the class example as the carrier.
Among all the texts in this grade, Andersen's fairy tale "The Little Match Girl" is a classic text itself, and because of the originality of the text itself in imagination and detail description, our group decided to take this article as a writing guide case and give it to students to highlight psychological writing methods through illusion and detail description.
In order to provide a real classroom demonstration and solve practical problems, on April 8, Mr. Shi prepared his own lessons and attended classes, and the grade group teachers took classes collectively. Through classroom observation, he made classroom evaluation and discussion, and put forward improvement strategies. On April 2 1 day, Mr. Shi adjusted the classroom teaching again according to the suggestions of the grade group teachers, and took a class in the group for the second time. This class consciously applied the problem-solving strategy of collective research to classroom teaching, which verified, consolidated and deepened the achievements of thematic teaching and research activities. On May 1 1, the school expert group went deep into Mr. Shi's class again and put forward valuable opinions. I would like to thank them for their hard guidance and provide strong support for our group's theme teaching and research activities. On May 19, Mr. Shi gave a lecture on behalf of our grade group in the whole school.
(v) Effectiveness and reflection
American psychologist Posner once summed up the formula of teachers' growth: "growth = experience+reflection". Through this survey, our teacher has gained a lot: 1. Through this thematic research activity, our teachers have realized the comprehensive combination of reflection and practice, making teaching research more targeted and effective. The process of thematic teaching and research activities is the process of studying what is lacking in teaching activities and obtaining what is studied. 2. Through this activity, the ability of teachers in our group to learn texts has been greatly improved, the teaching concept has changed from "teaching textbooks" to "using textbooks", and the awareness of developing and utilizing curriculum resources has been strengthened. In the usual teaching, we can organically combine effective reading teaching with composition teaching and use the text flexibly.
Writing resources for composition guidance and writing training, students' writing level has been rapidly improved. 3. Through the classroom practice of this teaching and research activity, our group of teachers explored such a composition teaching mode in the exercise teaching of senior three, that is, a four-step composition guidance mode of "reviewing texts-discovering writing methods-transferring training-practicing writing and correcting". For example, the composition instruction class shown by our group teacher Shi is a brand-new writing method in Andersen's famous fairy tale "The Little Match Girl", which highlights the psychology of characters through illusion and detail description, and teaches students to transfer and apply it to practice. It enables students to obtain specific methods to describe the characters' psychology, and it is also an important embodiment of the instrumentality of Chinese teaching at present. Of course, while sharing the research results, we are also wondering: will the function of teaching materials be over-amplified by blindly digging and using teaching materials? Let students "just follow the textbook"? Does the teacher's eyes always stare at the text narrow the students' horizons?
It is true that composition teaching is a long and complicated teaching process, and it is not an overnight thing to improve students' composition ability. Although the current teaching and research activities have ended, the grass-roots research as front-line teachers will never stop, and we will continue to walk on the road of thematic teaching and research, thinking while doing it!
Chapter two: Overview of the theme teaching and research activities of Chinese teaching and research group.
2013-2014 summary of the theme teaching and research activities of the Chinese teaching and research group in the second semester of the school year. There are 12 people in our Chinese teaching and research group. This semester, we will carry out activities around the school theme teaching and research to explore the effectiveness of teaching and create an efficient classroom. The purpose is to promote the new curriculum concept, take the theme as the main line of activities, take the classroom as the main position, and take teachers as the main body to carry out a series of teaching and research activities. Practice has preliminarily proved that thematic teaching and research can better handle the disharmony between school teaching and scientific research, promote teachers' professional development, make the teaching and research group a learning organization, and let everyone learn continuously and systematically, create and share resources. Our overall goal is to improve ourselves through reflection and develop ourselves through peer assistance. The teaching and research activities in this semester are as follows:
First, determine the theme.
Whether the activity is effective or not is very important for determining the theme. Therefore, combined with teaching practice, we carry out teaching and research activities around the theme of school teaching and research, "Exploring the effectiveness of teaching and creating an efficient classroom". This semester, we will continue to carry out the school-based teaching and research project formulated by the Chinese teacher last semester.
Teacher Sun Gui 'e's name is Happy and Easy Pinyin Teaching, Teacher Wang's name is Setting Innovative Homework, Teacher Lu and Teacher Ren Xingmin's name is Learning by Imitation and Innovating by Imitation, Teacher Zou's name is Creating Effective Situations in Reading, and Teacher and Teacher's name are School-based Teaching and Research. Through thematic teaching and research, every teacher can consciously become the main body of teaching and research activities, mobilize the spirit of independent research in teachers' professional development, integrate teaching research with teachers' daily teaching practice, and effectively promote the improvement of teaching efficiency.
Second, special research.
Teachers look for theoretical materials to learn according to the theme. For example, happy and relaxed pinyin teaching, through innovative education, can open students' innovative hearts, arouse students' innovative consciousness, cultivate students' innovative spirit, improve students' innovative ability, and lay a comprehensive foundation for students to become innovative talents in 2 1 century.
In order to train students to call two pinyin festivals directly, Sun Guie also made a "happy turntable". First cut a rectangular piece of cardboard and dig out two windows side by side on it. Nail one or two round cardboard on the back of the cardboard and write 23 initials and 24 finals respectively. When practicing direct calling, the teacher turns over two paper plates, and the sounds and rhymes are randomly combined. Students can call directly quickly. If you want to train with a tune, you can also dig a small window above the vowel window, nail a small turntable on the back of the cardboard and write four tones. This "happy turntable" is simple to make and can be used repeatedly, with good results. Vigorously carry out interesting teaching and create a pleasant, relaxed and harmonious classroom atmosphere. Children in early childhood are very playful and active. Pictures and teaching AIDS alone are far from meeting their needs. They are not only beautiful, but also interesting. Therefore, it is very necessary and effective to let them play knowledge games in class.
Stimulate interest, cultivate students' creative desire, and let teachers understand that interest is the driving force of creation and the forerunner of success through learning. The law of human understanding of things is from perceptual to rational, from concrete to abstract, and the thinking characteristics of students are gradually changing from concrete image thinking to abstract logical thinking. However, this abstract logical thinking is directly related to perceptual experience to a great extent, and there are still a lot of concrete images. The peculiar associative literacy method is to present the corresponding images in the mind through bizarre and special associations, and to turn abstract Chinese characters into concrete images in the process of literacy, so that students can develop image thinking through observation and association, and make abstract generalization on the basis of image thinking, so as to have a deeper impression on the sound, shape and meaning of Chinese characters, thus enhancing their memory. The strange imagination of primary school students often connects seemingly unrelated things of adults to form strange images, scenes and plots, or personifies inanimate things. Therefore, it is particularly effective for primary school students to remember through strange associations in the process of literacy. For example, the word "volume" is more complicated, and the general literacy methods are often difficult to remember. One student had such a strange association: a big cock (male) was washed into his clothes (clothes) by the flood and rolled around. Another student had a "strange association": it was raining heavily (near Sanfenshui), and an old man (male) went out wearing a raincoat (clothes), accidentally fell down and rolled on the ground. So the whole class easily remembered the word "roll" in laughter.
Through the research on the assignment of innovative homework, teachers realize that with the gradual advancement of basic education reform, the assignment in classroom teaching must undergo profound and significant reform, that is, the innovation of assignment, breaking through the vision of traditional teaching theory and re-examining students. The way of assigning homework allows students to memorize textbooks by rote.
For example, after learning Prime Minister Shili, teachers can recommend students to read Children of the Earth after class. After learning The Little Match Girl, students can read Selected Fairy Tales of Andersen. After learning "Borrowing Arrows from Grass Boat" and "Battle of Red Cliffs", guide students to read "Romance of the Three Kingdoms". These literary works are original texts or beautiful essays and poems related to the text content. Students are more interested in reading because of their experience in learning the text. In the process of reading and appreciating, students combine their own life experience to explain their works.
Third, the theme practice.
From 2 1 May to 25/May, the Chinese teaching and research group held lectures, lectures and class evaluation activities on thematic teaching and research, with a total of 10 teachers attending classes and evaluating classes around thematic teaching and research activities. This 10 teacher's open class has its own characteristics. Teachers carefully prepare lessons, consult materials before class, make teaching AIDS and integrate courseware, and prepare carefully from all aspects. At the same time, every teaching link is carefully designed when preparing lessons, from the introduction of topics to the study of new knowledge, and then to the expansion and extension of extracurricular activities. The procedures are orderly, step by step, and the overall design reflects "wonderful"
"Interest-oriented learning" and the teaching concept of Chinese new curriculum standards.
Among them, in the whole teaching process of Ren Xinmin's "Arrow of Borrowing Grass Boat", after teacher Ren Xinmin threw the learning theme "Where can Zhuge Liang's brilliant plan be embodied" to the students, let them find and ponder first, and then take their experience and teach them to learn the text in the learning context. There is really no need to be afraid that students will not understand or find it. The students' endless words in class let us see the children's extensive knowledge. From the teaching of this class, I deeply realized that only by giving students enough independent space for teaching and advocating new learning methods of autonomy, cooperation and inquiry can students' development be promoted more effectively.
Wei Min taught that "my own flowers are for others to see". In the teaching of this paper, Wei Min gives full play to students' initiative, talks as little as possible, gives students time and space in class, inspires students since the enlightenment to read by himself, fully feels the beauty of language, imagines the beauty of the situation in the text, and then realizes the author's humble opinion. First of all, let students read the text for the first time, feel the whole thing, get a preliminary understanding of the main idea of the article, and stimulate students' desire to further explore the text. Next, organize students to read the whole article, clarify the thinking of the article, clarify the center of the article, and find out the central sentence of "everyone for me, I for everyone", so as to summarize and grasp the whole article. Then, starting with the central sentence, let the students browse the text, think about what the author specifically expresses this center, and find out the wonderful words in the text for exchange and appreciation. Focus on understanding the words such as "laughing", "colorful" and "overwhelmed" and feel the beauty of the language of the article. This is the development of the article center, from point to surface, so as to carefully ponder and study the article. On the basis of individual study, students discuss and communicate in groups to deepen their understanding of the text. Focus on feeling and understanding the paragraph "looking at flowers". The teacher reads aloud and the students imagine. Imagine the beauty of flowers, experience beautiful emotions and deepen students' feelings. On the basis of collective discussion, let students deeply understand the ideological realm of "everyone for me and I for everyone".
In the course evaluation, teachers are enthusiastic, commenting on each other and improving together. In course evaluation, teachers pay attention to every detail of the class, the appropriateness of a sentence and the pronunciation of a word. Through thematic practice activities, we all realize that reading and reciting should be emphasized in primary school Chinese classroom, but it is not mechanical repetition, but reading emotions in the process of understanding and feeling. Teachers should pay attention to broaden students' thinking and cultivate their flexibility, extensiveness and creativity.
After class, each teacher will reflect and report on his own research topic, exchange results, reflect deeply, accumulate information, write relevant teaching designs and summarize reflections. During the activity, film the classroom process for repeated study. Through the theme practice, all Chinese teachers realize that they should actively strive to improve their own quality, keep learning, learn from the strengths of others, improve themselves in reflection, develop themselves in peer assistance and improve themselves under the guidance of experts.
Four. Shortcomings and future improvement measures.
Have shortcomings:
1. The task of Chinese teaching is very heavy. Usually, teachers focus on teaching, but they can't do this.
2. In the process of work, there are less data accumulation and more learning clues, and the theme teaching and research activities cannot form a joint force.
3. The theoretical research of related topics involves a narrow teaching scope, and the materials and achievements of the research lack room for promotion and promotion, and there is little room for subsequent development.
Future corrective measures:
1. Strengthen the communication between teachers, learn from each other and improve constantly.
2. Reduce the burden on Chinese teachers, try to set a theme by a teaching and research group, reduce the number of clues, and make the theme teaching and research activities form a joint force.
3. Strengthen related learning. The materials and achievements of project learning should be popularized and paid attention to the follow-up development.
Primary school Chinese teaching and research group
June 20 14 18
Chapter III: Overview of thematic teaching and research activities.
Teaching research on the cultivation of group cooperative learning ability in mathematics classroom
Activity summary
In order to solve the outstanding problems under the new curriculum reform, solidly promote classroom teaching reform, effectively promote education and teaching in our school, comprehensively implement quality education, strive to create efficient classrooms, and promote the professional growth of teachers in our school, our school successfully launched a teaching and research activity on the theme of "Cultivating Group Cooperative Learning Ability in Mathematics Classroom" on September 17. Its main purpose is to promote teachers' use of high-quality teaching resources with open teaching as the carrier. More importantly, it is necessary to build a platform for all teachers to study, communicate and discuss intensively, and then study teaching and research topics in depth, explore time-saving and efficient teaching methods, improve teachers' teaching ability in an all-round way, optimize classroom teaching structure, and finally achieve the goal of improving the quality of education and teaching.
I. Overview of activities
This teaching and research activity has been highly valued and strongly supported by school leaders, and all teachers have actively participated in this teaching and research activity. During the activity, under the guidance of the new curriculum concept, teachers made full preparations and carefully designed their study plans around this math theme. Teacher Wang Yuting makes full use of the tutorial system in class, organizes and guides students' autonomous learning and cooperative learning, follows the new curriculum teaching concept of "autonomy, inquiry and cooperation", and pays attention to both teachers' guidance and students' learning, especially the subjectivity of students' learning. It is an effective teaching classroom model based on autonomous and cooperative learning. After class, all the teachers discussed the problems of teaching and research. Through mutual learning and reflection, they not only solved some problems that need to be solved or confused in teaching, but also provided strong theoretical support for teachers' professional development. Teachers' ideological consciousness and teaching and research concepts have been further improved, and they have a brand-new understanding of the main body of teaching and research. Through discussion, not only teach
Teachers participate in teaching and research, and devote themselves to teaching and research. In the rich teaching and research atmosphere, everyone really enjoys teaching and research.
At the seminar, President Li Tianye and Vice President Wu Riqiang made concluding speeches respectively, analyzed and evaluated this teaching and research activity in a comprehensive way, fully affirmed the organization process of the whole activity, and at the same time put forward suggestions for improvement in individual links of classroom teaching to varying degrees, which played a role in fueling the development of special teaching and research work in our school in the future.
Second, the search is insufficient.
Although we have made some efforts in the development and utilization of teaching methods, teaching means and curriculum resources, and made careful arrangements for the whole activity process, there are still some individual problems in the whole teaching and research activity process, which will become the subject of our future teaching and research work, and urge our school to carry out the theme teaching and research work in depth.
1, classroom teaching
1. There is no effective interaction within the group. Maybe students are shy at first, and some can't express themselves on their own initiative.
2. The performance of gifted students and students with learning difficulties is unbalanced. Combined with the actual situation of the group, the performance of the students in the group is very inconsistent.
3. Pay attention to cultivate students' good listening habits. It should be emphasized that cooperation is not only a way of learning, but also an important goal of teaching. Students respect each other in discussions and learn to listen, which is also an essential quality of interpersonal communication. It is a common problem for children to express their own opinions without listening to others' opinions and exclude others. Without good listening habits, it not only affects the discussion effect, but also can't make the discussion deeper. In communication, we should pay attention to cultivating students' habit of listening to others' opinions carefully.
4. Gifted students are in a dominant position in the group and bear the main responsibility, while students with learning difficulties are in a subordinate or neglected position. In cooperative learning, gifted students often have certain conditions and requirements for cooperative communication and become the most active members of the group. Their potential has been brought into play and their personality has been publicized. However, some students with learning difficulties always lag behind the top students because of their weak foundation, lack of participation and initiative, and agility and profundity of thinking. They virtually lost the opportunity to think, speak and express, and were deprived of the right to study in disguise to some extent.
2. Thematic discussion
(1) Pay attention to the form and get off the topic.
In the process of discussion, individual teachers give much evaluation to the courses offered by teachers, and pay attention to the evaluation of the overall teaching effect of classroom teaching, which is completely divorced from the theme of teaching and research.
(2) The speeches of individual teachers lack theoretical support.
Third, the next work plan
1. On the basis of routine teaching work, further strengthen the monitoring of special teaching and research work, and make the special teaching and research work solid, tight and strict.
2, sum up experience, and constantly improve, promote the theme of teaching and research work in depth.
3. Take the theme teaching and research activities as the carrier, further standardize teachers' classroom teaching behavior, promote teachers to use high-quality teaching resources, and strengthen the improvement of teachers' teaching ability.
In a word, the success of this theme teaching and research activity is inseparable from everyone's support and careful guidance, and also from the joint efforts and active participation of all teachers. In the future teaching and research work, under the guidance of school leaders, let every teacher get exercise and promotion in this research entity, and let the theme teaching and research work blossom and bear fruit in a small school.
Xinping 'an Primary School 2015 September 17