1 The most effective teaching method of Chinese in primary schools
First, to stimulate students' interest in learning and improve the effectiveness of classroom teaching
Suhomlinski said: "In every young heart, there is gunpowder eager for learning and knowledge. See if you can order this powder. " Stimulating students' interest is the fuse to ignite the gunpowder eager for knowledge. Setting suspense and stimulating interest is really the secret to improve the effectiveness of classroom teaching.
There are many ways to stimulate students' interest in learning in classroom teaching, and starting to attract interest is one of them. Introducing interest at the beginning of the class will stimulate students' strong interest. Teachers should carefully design the introduction of topics according to the teaching content. Teachers should turn classroom teaching into an activity to explore the mysteries of knowledge, or even a mysterious inquiry activity, and hook up students' interests as soon as they attend class.
For example, the article "The Ship of Venice" shows us the unique scenery of Venice, a famous water city, by introducing the appearance of Venice ships, the superb skills of boatmen and the important role of ships. Understanding the unique customs of Venice Watertown and learning the author's methods of grasping the characteristics of things are the key and difficult points of this lesson. It is difficult to arouse students' emotions if we follow the general mode of reading and speaking the text in this class, because students know little about Venice. The breakthrough of key and difficult points can only be an armchair strategist.
Guiding students to participate in competitions in teaching is also an important measure to improve students' learning interest. Why are chess fans and fans "fascinated"? Because there is competition here. If it is more fascinating to directly participate in the competition, "ecstasy" means a high degree of "interest". Competition conforms to students' psychological characteristics, so it can arouse their enthusiasm. In order to improve students' enthusiasm, teachers should create conditions for students to participate in the competition in classroom teaching. If you watch carefully, the students are very active in the competition, even the underachievers are not to be outdone. When teaching new words, let the students compare who can recognize quickly and remember firmly, and who has more words; When reading the text aloud, let the students compare who reads with emotion and who understands deeply; When summing up the text, compare whose speech is creative. The form of competition can be individual students as competitors, or groups as competitors, and so on.
Connecting with real life, the effect of stimulating interest is also quite obvious. Once, a teacher was giving a lecture when it suddenly thundered outside. The heavy rain fell from the sky with hail, and all the students looked out. Seeing that everyone was not interested in listening to the class, he had a brainwave. He simply asked the students to stand up and watch the rain scene on the window, and then said, "Students, who can say some appropriate words to describe the rain scene while watching?" The students are very happy. After reading and talking, they said that there were many quips in class, such as lightning and thunder, dark clouds gathering, pouring rain and thunder rumbling ... A few minutes later, they had a wonderful oral composition class. In this way, even if students' curiosity is satisfied and their desire to express themselves is aroused, the cultivation of oral English ability will come naturally.
Second, design problems to improve the effectiveness of classroom teaching
Classroom teaching is inseparable from questioning, which is one of the main ways of information output and feedback in the teaching process. Good questioning can "stir up a thousand waves with one stone", stimulate students' positive thinking, improve students' interest in learning, enliven the classroom atmosphere and make classroom teaching get twice the result with half the effort. What is a good question? Years of teaching practice tells us:
1, the question should be novel.
The so-called "novelty" means that the questions put forward by teachers should be innovative, make students unexpected, and arouse students' interest in exploring questions. For example, in the fifth grade "Mogao Grottoes" class, I asked: "Why is Dunhuang Mogao Grottoes famous in the world? Please read the text and give a general answer. " Students act quickly, read carefully, use their brains actively, and look for answers in the text. Of course, the depth and width of the question depend on the age and grade design of the students.
These questions should be enlightening.
Teachers' enlightening questions are the starting point of students' thinking, which can activate students' thinking, stimulate students' interest, induce students to spread their thinking wings and arouse students to actively explore knowledge. Therefore, teachers are required to consider the text, use the text, dig the text and creatively design the teaching when designing problems, so as to achieve benefits. On the one hand, the teacher's enlightening questions arouse students' enthusiasm for reading and thinking, on the other hand, they also make students realize the accuracy of the author's words. The whole class teacher just "dipped in water", but the students are very focused and have a lot of small hands. "I will do it! Let me do it! " The voices of self-confidence and asking questions to teachers keep ringing, which shows that enlightening questions not only make students learn knowledge with interest, but also feel the accuracy of the author's words. More importantly, students' thinking is activated and they have a sense of joy in success, which is how important it is for future study.
Third, optimize effective teaching and improve the effectiveness of classroom teaching.
Lecture is the most common and basic teaching method in classroom teaching, and classroom teaching cannot be separated from lecture. Therefore, optimizing classroom teaching in practice and improving the effectiveness of teaching are the guarantee to realize effective classroom teaching. Effective teaching is essential for any classroom teaching, even in classroom activities that focus on students' autonomous learning, teachers' teaching is also essential. From the teaching process, effective teaching means that teachers can explain and guide effectively. For example, when students study texts, they will encounter some difficult words and phrases.
At this point, the teacher should stop to explain the meaning of words, so as to understand the meaning of sentences and articles. Teaching is the most experienced and convenient teaching method, and teaching is not just "cramming" or "instilling". Effective teaching must conform to students' wishes, not for lectures, but for students' needs. The purpose of teaching is to make students learn better. When and where to teach what should be decided according to students' needs, and students' cognitive characteristics should be fully considered. Don't present too much new knowledge in a short time, and don't spend too long beyond the time limit for students to pay attention intentionally. Effective teaching should pay attention to the logic of content, not just teaching.
Teachers teach through language. The quality of teaching language is closely related to the teaching effect. A good teaching language can make teaching more powerful and make the classroom full of vitality.
2 the most effective teaching method of Chinese in primary schools
First, teach handwritten Chinese characters.
Writing teaching has been studied for several years, but no more effective method has been found than "hands-on teaching". If the teacher doesn't write well, or doesn't want to work hard, he won't bend down and teach the children by hand. Basically, it can be concluded that the children in the class must not write very well, at least not quickly and well. The subtle technique of "relaxation" and the correct writing posture really cannot be explained by teachers, but can be mastered by students. In every class, we should leave some time for children to write. The teacher teaches a few today, a few tomorrow, a week, and a reincarnation. Of course, if you write better than yourself, don't teach. A semester, nearly 20 reincarnation, the vast majority of children, writing will make great progress.
Second, teach the text sentence by sentence.
Don't always let students read freely, together, in competition, in cooperation ... Do you find that those children who perform well in language are always those who are better at it? Most of the rest, standing still and repeating, have not improved; Several of them, after six years of primary school graduation, still dare not speak aloud, let alone be correct, fluent and affectionate. The best way is for the teacher to read the text and teach it sentence by sentence, even half sentence by sentence. Of course, if the children in your class are lazy and refuse to make any noise, you can ask the whole class to stand up. Whoever has a loud voice can sit down first. When teaching, the teacher patted the students who had studied well on the shoulder and motioned them to sit down. You will find that all the students are reading and reading aloud. They will imitate your tone, your breath, your charm and your feelings ... Over time, they will have the state of reading aloud and gradually surpass you. Stick to it for a year and a half. I believe all the children in your class are good readers.
Third, recite beautiful paragraphs.
Don't dismember the classroom into countless tiny pieces, and you can't achieve results with many clues. Don't put all the tasks of reciting outside class. In class, we should set aside a lot of time for children to recite. Reciting a paragraph is really not a problem that can be solved in three or five minutes. I still hope that the teacher can teach sentence by sentence, teaching smoothly, taking the children to sort out clues, making mind maps, and following the maps, so that students can recite them quickly. The habit of memory needs to be cultivated; Memories need polishing. Not training for a long time is like a rusty knife, which is scrapped. Of course, it is best for teachers and students to recite together. Students will be more interested in challenging teachers.
Fourth, often dictate new words.
Dictate new words at least twice a day, once at home and once at school. Of course, the number of dictation each time can be less, eight or ten, and more when reviewing. It is best to be selective, choose words that students are prone to make mistakes, and dictate them repeatedly. It is an incentive for children who often draw many typos and write on the blackboard. Correct mistakes immediately after dictation, even if the next lesson is the content of the text. Correcting typos is much more important than anything else. If you can, you can. If it doesn't work, write it several times, or even make sentences. Can a child who often writes typos do well in school?
3 the most effective teaching method of Chinese in primary schools
First, reading methods.
Reading aloud is the most important and commonly used teaching method in Chinese teaching in primary schools. It is not only important in Chinese teaching, but also commonly used in other disciplines. Reading aloud can be divided into two types: simultaneous reading and free reading. There are three ways to use synchronous reading:
(1) When students turn their attention to textbooks, such as reading the title of textbooks or an important knowledge point learned in the last class.
(2) Let students adapt to the new content, mainly after previewing, reading together can help students correct their own typos and so on.
③ When improving students' enthusiasm, it is mainly used for group exercises, so that the whole class can participate. Free reading is mainly used when students need to have self-awareness and self-understanding, especially when teachers explain texts. Of course, this also includes the situation that teachers ask students to answer questions individually in class. In addition, there are many reading methods such as fast reading, slow reading, loud reading and silent reading. In my opinion, the function of reading aloud is to know the words and deepen the impression. Listening is just a process of absorption, which doesn't mean thinking. Only by reading can we really absorb it, and reading paves the way for writing, so it is particularly important.
Second, the recitation method.
I remember when I was in primary school, books were always filled with the word "Hui" in different shapes and sizes. Like the two classes I studied, basically every text was required to be recited. Reading aloud is the basis of reciting, but the function of reciting is irreplaceable. Recite ancient poems as well as texts. Accurately reciting has become my own business, but at the same time I have noticed a problem. This problem mainly lies in reciting ancient poems. Many students can blurt out a poem, but they don't understand a word. Maybe they understand the main idea, but they can't express it in their own language. Maybe they didn't understand it at all, just recited it according to the teacher's request. I hope it is the former, but in any case, they can never leave a word in primary school teaching.
Third, listen to the writing.
Dictation is generally conducted under the premise of primary school classroom dictation. Just because you can read and recite doesn't mean you can write. It is difficult to complete the whole memory process from reading and reciting to writing. Pupils often spend a lot of energy on this, and teachers often know the students' mastery of knowledge through dictation.
Fourth, the method of conversation.
Some people say that dialogue is a way of answering questions, but I don't think so. Conversation is not just a way of asking and answering, but more importantly, communication. But it mainly appears in class in the form of questions. Primary school teachers always seem to have endless questions, and in this question and answer, a dialogue arises. Dialogue is a process of interaction between teachers and students, and it is also a common teaching method in primary school teaching. The above four examples illustrate four situations in which teachers use conversations in primary school Chinese classes.
1. The conversation to develop students' imagination is usually that the teacher asks some questions according to new knowledge points, which are discovered and associated by the students themselves. For example, 1, students can think of gold and find their own answers in the text. This kind of dialogue is suitable for preview before class.
2. Inspire students' dialogue on the basis of the original knowledge. The teacher only plays a bridging role in this dialogue, connecting the old knowledge with the new knowledge. Just like Example 2, ancient poetry used to be recited, but now it has a new meaning. This method is especially suitable for memorizing new words. In the process of Chinese teaching in primary schools, this kind of dialogue is generally used when explaining texts.
3. A summary conversation. Generally, at the end of a text or class, the teacher will ask you what you have learned, and the students' answers can achieve the purpose of summary and comprehensive review. Like Example 3, the understanding of that sentence is actually the understanding of the full text. This method of conversation is mainly used at the end of the course.
4. Review the dialogue in the process. This is mainly done when students have basically mastered the knowledge they have learned.
From the above analysis, we can see that in Chinese teaching in primary schools, conversation runs through the whole classroom, or the whole teaching activities. Conversation method not only requires teachers to design questions well, but also make a summary at the end of the conversation to make knowledge theoretical, complete and systematic.
Fifth, discussion method.
Discussion method is not commonly used in primary school Chinese class. Pupils' imagination is too rich, the discussion will be off topic, the classroom will become noisy, and it will take some time to return to the original classroom atmosphere. But I still advocate this teaching method, because peers have peer-to-peer communication, and learning from peers is far more effective than learning from teachers. In teacher Lin's class, a classmate said in more and more sentences, I am getting older and my mother is getting younger and younger. Teacher Lin asked the students to discuss whether this sentence is correct or not, and whether there is a better way to say it.
Some students say that I am old and my mother seems to be getting younger and younger. Some students say that I am old and my mother is old. In the end, everyone agreed that the latter statement was good. Through this discussion, I believe that basically every student understands the usage of "more and more". On another occasion, when talking about ideals, the teacher also asked the students to talk about their ideals. When a classmate said that his ideal was to be the boss of the underworld, several other classmates laughed and he called the teacher with a smile. It can be seen that the boundary between right and wrong in students' minds is still obvious, and only in front of their peers can he dare to say such bold ideas.
Discussion can make every student participate in it, strengthen communication between students, and let students develop the good habit of listening to others. This also requires the teacher to make a comprehensive summary after the discussion and give scientific conclusions. Although I strongly advocate this teaching method, for various reasons, I still suggest that it should be used less in primary school classes, especially in lower grades.
Sixth, practice methods.
In the process of learning, practice is essential and the best way for students to apply what they have learned. There are two kinds of Chinese teaching in primary schools: head exercises and written exercises. But the practice is mainly after class, and the teacher's mastery of students' practice is to correct homework. I also corrected some homework this internship. I found that there is a big problem in my apprentice class, which is Pinyin. In my word-correcting homework, few students got all the pinyin right, and even some students got all the Chinese characters right, but they couldn't understand any pinyin. He only wrote one letter J in all pinyin. I also gave advice to my tutor, hoping that she would strengthen this training. I was also lucky enough to observe a calligraphy exercise in class. At the beginning of the practice, the teacher talks about the correct writing posture and method, and constantly reminds and corrects the wrong posture during the practice. Practice is a process of practice, and I think this teaching method should be strongly advocated in Chinese teaching in primary schools.
Seven, the examination method.
Examination is also an indispensable link in the process of Chinese teaching in primary schools. Under the pressure of tangible and intangible examinations, students can consciously study and consolidate their knowledge and find out their own shortcomings. This method is not commonly used in the teaching process, but it is absolutely indispensable.
Eight, self-study method.
Self-study method is mainly a teaching method used by teachers to cultivate students' autonomous learning ability. The teacher is not always there, nor is the class always there. I think self-study method is the most important method that primary school students should master, and it is also the method that teachers should focus on cultivating. Only when primary school students learn what to learn and how to learn can they have good learning attitudes and methods in junior and senior high schools. In Chinese teaching in primary schools, self-study is mainly driven by teachers.
It seems that students are asked to answer the teacher's question, but in fact, many methods in this question are told to students. Generally, these methods of a teacher are fixed. After learning several texts and getting another text, students will know where to start and how to learn. Teachers can also teach some systematic methods to guide.
4. The most effective teaching method of Chinese in primary schools
First, return to life and create a harmonious learning environment for students.
Returning to life is the call of curriculum reform and the growing point of new curriculum. The real purpose of education is not only to remember knowledge, but also to apply what you have learned to life, especially creatively. Paying attention to students' life world, returning to students' happiness and changing classroom teaching from "expanding knowledge" to "returning to life" have become the main theme of education reform.
Therefore, in Chinese teaching, we should fully strengthen the connection with life, be close to the real life that students are familiar with, communicate the connection between life knowledge and book knowledge, make the teaching content, teaching methods and teaching evaluation close to students' life, and really let students practice, explore independently and communicate cooperatively. In teaching, it is necessary to create a harmonious learning environment, help students form a subjective concept, establish a subjective consciousness, be the master of their own learning and development, and let students realize that "I am the master of learning", the teaching process is "completed by me and the teacher" and "learning is my own business, which I requested on my own initiative".
Second, create situations to stimulate students' interest in learning and cultivate students' good Chinese learning habits.
"Interest is the best teacher", "Those who know it are not as good as those who are good, and those who are good are not as good as those who enjoy it". Interest plays an important role in a person's mastery of certain knowledge and skills. Due to the rapid development of society and the richness of information means, students already know a lot of teaching content, and even become accustomed to it. Plus preview before class, students often lose interest in the content of the text when they study in depth, which will affect the teaching effect. Therefore, it is necessary to stimulate students' interest in learning according to the teaching content and students' reality, so that students can enter learning happily.
Chinese situational teaching is to integrate life into Chinese teaching, so that children can be unconsciously exposed to Chinese environment and become interested in learning Chinese. In teaching, according to the characteristics of teaching materials, we use self-made teaching AIDS, objects, wall charts, stick figures, music, language, performances and other means to create various types of situations for teaching, so that students can perceive from the image, enter the situation, feel, imagine and innovate in the situation, develop their intelligence and cultivate their ability, thus realizing the accumulation of intelligence and ability and making the Chinese teaching method novel and efficient.
In Chinese teaching, situational teaching method is not only lively, but also can create atmosphere and artistic conception and stimulate students' learning enthusiasm. The new curriculum advocates the creation of real, challenging and open teaching environment and problem situation. Teachers are required to create vivid and interesting teaching situations according to students' life experience and existing knowledge, and guide students to observe, operate, guess, reason and communicate, so that students can master basic knowledge and skills through learning activities. Situational teaching eliminates the disadvantages of lack of interaction between teachers and students, between classmates and between classmates and the environment to a certain extent, and provides the possibility for students to give full play to their subjectivity in the learning process, thus stimulating their learning fun.
In primary school Chinese teaching, the application of situational teaching makes the whole classroom full of vitality. It greatly enriches students' vocabulary and exercises their language expression ability. Vivid, vivid and interesting situations arouse students' emotions. Fully mobilized students' initiative in learning. That is, the situation can reflect the characteristics of teaching materials, highlight the key points of teaching materials, break through the difficulties of teaching materials, and promote the development of children's knowledge, ability, intelligence and emotional will as much as possible.
Third, pay attention to the guidance of learning the law and cultivate the ability.
Kailov, a Soviet educator, pointed out in Pedagogy that classroom teaching is the basic organizational form of teaching, the main way for students to complete their learning tasks and the basic guarantee for improving learning quality. Mr. Tao Xingzhi, an educator in China, said: "I think a good teacher is not teaching, not teaching students, but teaching students to learn." Therefore, every teacher should attach great importance to the guidance of learning methods in the classroom. Teachers should not only guide students to master general learning methods, but also guide students to learn Chinese learning methods from the characteristics of Chinese subjects.
For example, when teaching the section "Tunneling" in the article "Zhan Tianyou", I changed my previous speaking and reading habits and designed a method for students to teach themselves: "This passage explains how Zhan Tianyou digs tunnels. While reading the text silently, please try to draw the schematic diagrams of these two tunnel methods according to your own understanding, see who drew them exactly as the article said, and think about what the tunnel method shows. After the teacher's explanation, the students' interest doubled. The guidance of this learning method develops thinking and cultivates students' generalization ability.
Chinese class should also guide students to combine good learning methods with hard work. As far as learning is concerned, mastering certain learning methods is only a key to open the treasure house of knowledge, and whether the truth in the treasure house can be obtained depends on the constant exploration and struggle of the knowledge seekers, which is a long and arduous process. Marx once taught us: "There is no royal road to science, and only those who are not afraid to climb along steep mountain roads can hope to reach the summit of glory." It can be seen that if you want to make progress in your studies, you must add the indispensable medicine of "hard work".
When talking about his success, Mr. Lu Xun once said: I am not a genius, but I spend all my time drinking coffee in other people's writing. Throughout the ages, similar examples are numerous. Great people have achieved such success because they work hard. Learning is a process of continuous accumulation. You can't "fish for three days and dry the net for two days", but you must persevere. Only with a little sweat will there be a joy; No pains, no gains. Therefore, while helping students master the correct learning methods, teachers must guide students to study hard and study hard. Only in this way can we learn Chinese well.
Fourth, timely encouragement and reasonable evaluation can stimulate students' enthusiasm for learning Chinese.
Effective classroom, students' answers and teachers' evaluation are very important. Whether the students' answers are in place or not, teachers should give timely or purposeful lagging evaluation according to the needs of the teaching process. And encouragement and positive evaluation will make students enthusiastic and improve their interest in learning! It is not difficult to find that children who are often affirmed and praised by others are generally extroverted, lively and cheerful, and prefer to express their ideas in daily life. Children who can't get praise from their teachers are not courageous. When answering a question, if you are not sure whether the answer is correct, your voice is often very small.
We can also deeply understand from ourselves that when you do a good job in a certain aspect and get recognition and appreciation from others, adults may not reflect as much on their expressions or bodies as children, but what is certain is that you are very happy at that time. Maybe this kind of praise stimulated your development in this field. It is not difficult to see that the growth of adults needs encouragement, not to mention children? Therefore, as a teacher, we should be a careful person, be good at discovering students' bright spots, sincerely encourage him and affirm him!
In our Chinese class, the answer to a question often varies from person to person. Some people answer appropriately, some people answer mentally, some people answer wisely, some people answer simply, and some people answer brilliantly! Some of these answers may not be desirable, but Chinese is the embodiment of comprehensive literacy. Teachers should grasp the characteristics of the subject and evaluate students flexibly.
The Chinese Curriculum Standard (Experimental Draft) points out: "To highlight the integrity and comprehensiveness of Chinese curriculum evaluation, we should evaluate it from the aspects of knowledge and ability, process and method, emotional attitude and values." "Chinese learning has the characteristics of attaching importance to emotional experience and sentiment, and quantification and objectification cannot be the main means of Chinese curriculum evaluation."
The Chinese class in the lower grades of primary school is the main stage for students to accumulate new words and express them. Compared with senior students, their expressions are too simplistic. Faced with such an answer, teachers really need to use their brains to diversify. How to avoid repeating a compliment, how to find the special advantages of children when answering questions, and under what circumstances to use verbal praise? When to use written evaluation? When to use body language to affirm, such as: eyes affirming, expecting, encouraging, smiling, nodding, touching, approaching, shaking hands, clapping and encouraging. These forms of body language are all an evaluation of students. Teachers should never ignore these little moves or expressions, in fact, these forces given to children are powerful!