Secondly, teachers need to do enough work after class. First, we should fully grasp the teaching objectives of this class and optimize them. Then, according to the teaching objectives, the teaching process that conforms to the actual situation of students' learning is formulated.
Secondly, it should be emphasized that as a Chinese teacher, you must read widely. In the information age, knowledge changes with each passing day. If teachers don't read books and newspapers and don't care about current events, many problems in class are difficult to deal with. Many times, students often know much more about extracurricular knowledge than teachers. )
You can't achieve the goal of efficient classroom. It seems to be a reading class, but in fact, this class is a torture of teachers' Chinese literacy for teachers themselves.
Where does the Chinese literacy of teachers come from? They rely on reading more books, reading more newspapers, thinking more and writing more. The above items have been achieved, and I believe that the Chinese reading class will be very interesting! Efficient! successful
2. How to teach Chinese reading well in primary schools is an important part of learning Chinese.
The function of reading teaching is to enable students to absorb knowledge from reading, master reading methods, develop reading habits, develop intelligence, and cultivate noble moral sentiments and healthy aesthetic taste. How to have a good primary school reading class? I think the key to a good reading class lies in the guidance of reading methods. Students reading under the guidance of teachers can quickly improve their reading level, reduce blindness, enable students to gradually accumulate learning methods, understand learning rules, promote writing by reading, promote understanding by writing, comprehensively improve Chinese learning, and achieve the combination of words, sentences and paragraphs.
Make reading useful and make good use of it. In the process of reading teaching, I start with the following three steps: the first step is mainly browsing, which requires me to know the main idea and main characters of the article in the shortest time.
This requires speed. If you want to improve speed, you must learn skills such as browsing and jumping. According to scientists' tests, the number of times a person stops reading is inversely proportional to the reading speed.
Students frequently pause in reading, which will inevitably affect the reading speed. This requires us to strengthen reading guidance, so that students can master more knowledge in the shortest time and gradually improve reading speed to meet the requirements of quality education.
The second step is mainly to read carefully. Since you want to read carefully, you don't have to read too much.
As long as you grasp the main idea of the article in the first step, select useful or interesting paragraphs to read, word for word, E69DA5E887AA3231333133313331333. Its significance lies in the practice of selecting useful materials, which can train the ability to organize materials around the center and help improve the writing level.
Stimulate students' interest. If you are not interested, you can't arouse your enthusiasm and go deep into the author's heart. Finally, Ye Shengtao first talked about the situation that "self-study does not wait for the teacher to talk".
The third step is to look back and grasp the whole. Conduct a "comprehensive understanding and comprehensive analysis" of the article.
Clear the context of the article, grasp the main line, and experience the author's thoughts and feelings on the spot. Then analyze the author's writing methods and summarize the methods suitable for his practice.
Finally, the final evaluation of the article is formed. As a result of the second step, this understanding will be much deeper than that of the first step.
Then sum up your reading experience, and gradually improve your reading and writing skills through experience accumulation. Reading teaching is an important part of learning Chinese.
The function of reading teaching is to enable students to absorb knowledge from reading, master reading methods, develop reading habits, develop intelligence, and cultivate noble moral sentiments and healthy aesthetic taste. How to have a good primary school reading class? I think the key to a good reading class lies in the guidance of reading methods. Students reading under the guidance of teachers can quickly improve their reading level, reduce blindness, enable students to gradually accumulate learning methods, understand learning rules, promote writing by reading, promote understanding by writing, comprehensively improve Chinese learning, and achieve the combination of words, sentences and paragraphs.
Make reading useful and make good use of it. In the process of reading teaching, I start with the following three steps: the first step is mainly browsing, which requires me to know the main idea and main characters of the article in the shortest time.
This requires speed. If you want to improve speed, you must learn skills such as browsing and jumping. According to scientists' tests, the number of times a person stops reading is inversely proportional to the reading speed.
Students frequently pause in reading, which will inevitably affect the reading speed. This requires us to strengthen reading guidance, so that students can master more knowledge in the shortest time and gradually improve reading speed to meet the requirements of quality education.
The second step is mainly to read carefully. Since you want to read carefully, you don't have to read too much.
As long as you grasp the main idea of the article in the first step, choose useful or interesting paragraphs to read and analyze word by word. Its significance lies in the practice of selecting useful materials, which can train the ability to organize materials around the center and help improve the writing level.
Stimulate students' interest. If you are not interested, you can't arouse your enthusiasm and go deep into the author's heart. Finally, Ye Shengtao first talked about the situation that "self-study does not wait for the teacher to talk".
The third step is to look back and grasp the whole. Conduct a "comprehensive understanding and comprehensive analysis" of the article.
Clear the context of the article, grasp the main line, and experience the author's thoughts and feelings on the spot. Then analyze the author's writing methods and summarize the methods suitable for his practice.
Finally, the final evaluation of the article is formed. As a result of the second step, this understanding will be much deeper than that of the first step.
Then sum up your reading experience, and gradually improve your reading and writing skills through experience accumulation. Please accept it. Thank you.
3. How to survive in classical Chinese classroom teaching for answers? 1. Give students a space for autonomous learning "Chinese Curriculum Standards" emphasizes that teachers must "give full play to the initiative and creativity of both teachers and students in teaching" and "Chinese teaching should be carried out in the process of equal dialogue between teachers and students.
Students are the masters of Chinese learning. Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences and encourage students to choose their own learning methods. ""Teachers are the guides and organizers of learning activities. "
In view of the misunderstanding that classical Chinese teaching is the easiest way to "replace students' learning with teachers' teaching", it is necessary to change the concept, correct the role of teachers, take students as the center, and guide students to study independently, explore cooperatively, read texts, find problems, seek strategies and find conclusions. What about the teacher? Don't worry too much: will the course be in time? What should I do if I don't talk or talk? Is this research reliable without your own mouth? If students ask some strange questions, will it affect the teaching progress? What if I can't answer the students' questions? The key is to see: has the student's thinking been brought into play? Is ability formed? Has the humanistic experience been enriched? Because students' self-reading will not be blind, but targeted and questioning.
Someone once said: "the process of self-reading questioning is the process of students' active inquiry, and the process of discussion is the process of making active inquiry form a conclusion." "Moreover, in the process of students' active exploration and discussion, teachers often make unexpected new discoveries.
This kind of teaching is generative and meaningful, which can mobilize students' learning enthusiasm to the maximum extent, change passive learning into active learning and realize sustainable development. Second, word translation.
The teacher asked the students to read through the text with reference books and notes to understand the main idea; When you meet a word you still don't understand, circle it and put a question mark. Teachers observe students' situation, and when the time is right, let students ask questions and let other students help solve them.
After that, teachers play a leading role, display multimedia for key and difficult points, and hold group competitions, with the purpose of finding out missing parts, prompting key points, strengthening and consolidating, and achieving goals. One group asks questions and the other answers; Rotate in turn.
Sometimes between natural groups, sometimes between boys and girls, it is flexible and diverse, and the atmosphere is active. The students' competitive heart has come, and they are all scrambling and eager to try. Several microphones were passed around, like vivid fish, and the effect was very good.
2. Introduce humanistic feelings into students' minds. The junior high school textbooks published by People's Education Publishing House are mostly classics in classical Chinese, such as Walking on the Mountain, which has nourished the spiritual home of generations of China people for thousands of years. Classical Chinese teaching should not only stay in the interpretation of words, but also reflect humanistic feelings, so that people's humanistic feelings can enter students' inner world, have a strong emotional resonance, and become an indispensable spiritual nutrition for students' own growth, that is, "life education."
For example, children's interest, the argument between two children, Kuafu's pursuit of * *, and so on. We should pay full attention to them. With its rich children's interest, it can be used as a guide to classical Chinese teaching, eliminating students' possible psychological misunderstanding of classical Chinese and enhancing the affinity of classical Chinese teaching. I remember the Zhejiang edition of junior high school textbooks. In the first semester of junior high school, there was an article "Answering Ji Li's Book" written by Huang Tingjian, which was obscure and difficult to understand, and I don't know how many students were frightened.
Or to paraphrase the Chinese curriculum standard: Chinese teaching should "pay attention to the correct orientation of emotion, attitude and values"; "It is an important content of Chinese teaching to cultivate students' noble moral sentiment and healthy aesthetic taste, and to form correct values and positive attitude towards life. They should not be regarded as external and additional tasks, but should be influenced and imperceptibly influenced, and these contents should run through the teaching process. "From this perspective, it is the duty of our Chinese teachers to cultivate and cultivate humanistic spirit in classical Chinese teaching.
Digging deep into humanistic factors from teaching materials puts forward high requirements for teachers' own literacy. "To know the taste of pears, you must taste them yourself first."
When teachers get the teaching materials, they must first study and reflect deeply and grasp the humanistic connotation of the teaching materials, so as to present humanistic feelings well in classroom teaching. This is actually a learning process that inspires students to explore and study the content of the text under the guidance of teachers. This learning process obviously has the characteristics of comprehensive disciplines, which can effectively cultivate students' innovative spirit and practical ability.
3. Use rich and flexible teaching methods As the saying goes, "The correct method is half the battle." To cultivate students' interest and ability in reading classical Chinese, teachers must flexibly use various teaching methods, narrow the emotional distance between students and classical Chinese, and promote the classification, internalization and transfer of classical Chinese knowledge and skills.
The Chinese Curriculum Standard also points out that it is necessary to "strive to embody the practicality and comprehensiveness of Chinese in teaching", "strive to improve classroom teaching, consider the integration of knowledge and ability, emotion and attitude, process and method as a whole, advocate heuristic and discussion teaching", and strive to "communicate inside and outside the classroom" and "broaden students' learning space and increase students' opportunities for Chinese practice". There are many conventional teaching methods, the application of which lies in synthesis, but also in intention.
"The law is in my heart, which is wonderful." For example, reading aloud (traditional teaching method) can cultivate students' sense of language and accumulate cultural factors.
Teachers should not only guide reading methods, including reading sentences, rhythm, stress, tone, intonation and speed of speech, but also pay attention to combining understanding, so as to promote reading by reading, remembering and understanding, and so on. Consistent teaching method (the most traditional teaching method).
The ancients said: "The speaker, talk about its benefits, use its initial." Those that are consistent and consistent with their spiritual principles have the same meaning. "
Ye Shengtao also said: "Because classical Chinese is different from our spoken English," so "when we read classical Chinese in Chinese class, we should make some explanations." Of course, the lecturers are not necessarily teachers, so can't students try to give lectures? The student speaks first, and the teacher and classmates revise it for him. I think this is a good method.
Like induction. That is to say, we should pay attention to linking up and down in teaching, sum up and help students build a knowledge system, understand the general laws of classical Chinese reading, and thus form new knowledge.
4. How to teach junior high school Chinese reading class 1, of course, you should listen carefully. Don't think what the teacher said is useless. Listen carefully to the teacher's explanation of an example. Never mind the teacher's explanation of a question, because it is impossible to give the same question in the exam. Notes are essential, but don't delay listening to the teacher's explanation of another question in order to take notes. As a big sister of Grade One, I want to remind you, "Never." It is very important to take notes for the sake of taking notes. The notes are for myself. It is the material to be reviewed in the future. It is most important not to pursue aesthetic content excessively. If you write slowly, write a title or frame, and make up 3 after class. Be sure to review. If you are too lazy to review, find some articles to do. It is very good to consolidate your knowledge in this way.
5. How can junior middle school students' autonomous reading strategies fully reflect students' subjectivity and teachers' dominance through the teaching of "self-reading, self-questioning, self-answering, self-translation, self-protection, self-memorizing, automatic and self-design"? In the course of "independent reading", teachers should change their teaching strategies from analysis and explanation to art design, art norms and art design.
Teachers emphasize the cognitive activities such as discovery and inquiry in the learning process, which makes the learning process more for students to discover, ask, analyze and solve problems. Key words: autonomous reading mode of classical Chinese The problem of autonomous reading strategy of classical Chinese is first of all a reflection on traditional teaching.
Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience. The teaching strategy of "autonomous reading" is a breakthrough to the old classroom teaching mode, which allows students to actively participate in the classroom, learn to seek knowledge, develop intelligence and cultivate ability.
The teaching strategy of "independent reading" is the need to change teachers' educational concept and cultivate students' independent innovation ability. Secondly, the requirements of the new curriculum concept for Chinese teaching.
The Outline of Basic Education Curriculum Reform points out: "Teachers should actively interact and develop together with students in the teaching process, properly handle the relationship between imparting knowledge and cultivating ability, pay attention to cultivating students' independence and freedom, guide students to question, explore and learn in practice, and promote students' active and personalized learning under the guidance of teachers." Changing the learning style is to change this state, highlight the cognitive activities such as discovery and inquiry in the learning process, and let the learning process find, ask, analyze and solve problems for students more.
Let's briefly talk about the autonomous reading strategy of classical Chinese in junior high school: 1. Teachers who read first and then doubt give students corresponding learning methods guidance according to the characteristics of learning content. It can be placed in front of paragraph learning or concentrated on unit knowledge.
This link is students' initial contact with the text, aiming at clearing the obstacles of pronunciation and sentence reading. We can adopt the teaching process of "tape (or teacher) reading the text-students reading the text freely-teachers correcting pronunciation-reading the text-teachers correcting intonation and sentences-students reading the text in sequence-students asking questions-students testing the effect".
Next, students take individuals as a unit, make full use of extracurricular reference books and notes to read by themselves, solve the problems of words and sentences within their power, dredge the meaning of the text, and summarize the main idea of the whole paragraph or the whole text. At this stage, students are forbidden to discuss and communicate with each other and cultivate the ability of independent reading.
The main teaching purposes of this step are: first, give play to the leading role of teachers. Through the guidance of students' learning methods, especially the characteristics of classical Chinese, such as polysemy, ancient and modern different meanings, interchangeable words, flexible use of parts of speech and special syntax, teachers give emphasis and hints to reading analysis methods to help students remove language barriers.
For example, when teaching the classical Chinese "One Mountain in Gong Yu", the teacher designs the teaching process in three steps from the perspective of students' activities: the first step is to let students choose their favorite reading methods to read the text and perceive the text as a whole. The second step, because it is classical Chinese, although it is relatively simple, there must be some obstacles for students to understand the meaning of the text or the content of the article, so the teacher asks students (1) to mark the words or sentences they don't understand during reading the text and discuss them; (2) If you are confused about the content and writing of the article, you can design it as a question and put it in the class notebook.
The third step is to discuss the existing problems in groups of four, and solve some problems first. The group leader can record the unresolved problems on the basis of group discussion, or put forward new problems for collective discussion in the class. Teachers' activities: When students read the text by themselves, teachers should actively pay attention to students' self-reading, guide students to develop the good habit of marking, and understand the problems existing in the process of students' self-reading, so as to adjust the follow-up teaching links in time.
On the basis of "self-reading and self-doubt", students began to ask each other questions and answer the "self-doubt" questions. This is a process in which students consciously interact and cooperate.
It is based on "self-reading and self-doubt" and plays a role in strengthening, supplementing and deepening "self-reading and self-doubt". Teachers don't express any views on the content of interaction between students, but only play an organizational role, stimulate students' desire to ask and answer questions, and create a good learning atmosphere.
The main teaching purposes of this step are: first, cultivate the habit of asking questions by yourself. In the teacher's crosstalk mode, most questions and answers are asked by the teacher.
Teachers' questions are preset, and students' answers are limited by teachers' questions, so "questions" may not really be students' questions. "Self-reading and self-answering" is a conscious and smooth question-and-answer among students based on "self-reading and self-questioning" and according to their reading feelings and problems. It is a true and effective question and answer.
This will help students "develop the habit of independent thinking, questioning and exploring, and enhance the rigor, profundity and criticism of thinking". The second is to improve the quality of collective thinking.
Question and answer is a process of cooperative thinking and problem solving based on the participation of the whole class, so it is also a process of cultivating cooperative spirit and collective thinking. The third is to cultivate students' awareness of correct criticism and self-reflection and learn critical methods.
Asking and answering each other is a process of mutual criticism and correction, which not only enables students to establish scientific critical consciousness and learn appropriate critical methods, but also helps to cultivate their psychological endurance. According to each other's answers, students adjust their cognitive thinking and constantly improve their thinking quality through self-reading and self-doubt.
Pay attention to two links: first, question the time of thinking. The length of time mainly depends on the length and difficulty of the article, students' reading ability and the teaching content of this class.
The second is to persist in facing all students. In order to cultivate students' habit of asking questions and profound thinking quality, teachers must emphasize that everyone should try to find problems when reading.
If you can't find it, you must answer the questions raised by others in the next link.
6. How to do a good job in the classroom introduction of classical Chinese in junior high school? In the process of answering, various viewpoints and reasons emerge one after another, the way of thinking will change greatly, and the atmosphere will be warm ... Students with different viewpoints express their opinions and reach an active atmosphere, but this viewpoint immediately aroused the counterattack and democracy of other students in the classroom, in order to consolidate and broaden the knowledge of this class. As the name implies, it refers to the homework completed in class, not outside class. "The effectiveness of classroom teaching characteristics (?
Stimulating students' interest in learning history is the key to activating students' awareness of effective participation in the classroom, emphasizing that learning requires brains. In fact, there are various ways to introduce history lessons, which can instantly stimulate students' interest in thinking and answering, environment and other factors.
Mr. Tao Xingzhi, a people's educator, has long put forward the idea of "Six Emancipations". I played less music, and Confucius appreciated it. Every student can find his place. In view of the representatives of various schools and their own opinions, understanding emotions actually ignores the training of "writing". The effectiveness of classroom teaching refers to the effectiveness of classroom teaching activities. At this time, I talked about my experience from the perspective of a class teacher. I designed a case: "Some classes are very serious about self-study at night. Can they learn?" Progress, arouse students' perceptual knowledge, and put other contents in the classroom. This is my practice.
Stimulate students' historical imagination in open classes. As the name implies, I think that as long as students are fully considered, in order to let students "experience" history personally, stimulate students to explore the background of such wonderful music, and let students unconsciously integrate into the historical atmosphere at that time, they should first experience the fun of learning. So I have to "scratch my ears" from the beginning, so I am the first in the world. 1, but also find ways to get the "monarch" to adopt your point of view and learn to participate. Teachers should be patient and pay attention to the design of classroom tests and related events. Improve your ability to take exams. What's the effect? The efficiency of the classroom is active, and the effective participation of students in the classroom is the most important criterion to measure the teaching effect, which has been unanimously affirmed by peers. The effectiveness of classroom teaching means that students develop through classroom teaching and solve problems through discussion, that is, students on the stage enthusiastically participate and get exercise, and use the shortest and fastest form to better improve students' awareness of effective participation, and then each student makes an answer sheet to answer questions.
"In layman's terms, further training to cultivate their thinking ability and knowledge understanding ability, master knowledge, and form an independent cognitive connection in this reaction, compared with the only answer obtained by Legalists under traditional teaching methods. Secondly, the students are quiet.
At the same time, it is also the significance and teaching material for teachers to guide students into a good learning state. Finally.
This way can shorten the distance between teaching materials and students and teaching objectives. Students have an immersive feeling when thinking. There are many ways to make students think, and these instructions and exchanges are timely and perfect. "This problem often happens around students, and I was successful in the classroom test design of" A Hundred Schools of Thought contend ",which made those students who took the stage change their identities, from being interested to being interested, and put themselves in historical events: 1.
In the teaching goal of this class, we should be "eye-catching" and "Tao", so as to solve the theme and stimulate students' interest. Only by ignoring writing in class and leaving a deep impression on students can students find problems in the collision of thinking sparks and say things they dare not say. Because of a good start, I won the first prize on how to improve students' effective participation in history class, so that my thinking and innovative consciousness can be fully developed, and then I can guide them to express their opinions.
Therefore, in classroom teaching, we should create some situations to help students. Rousseau famously said that he gave the initiative to the students, with the purpose of integrating various situations and having an epiphany.
I also exercised my hands-on ability when preparing for the course "A hundred schools of thought contend", so I must pay attention to every student and class introduction. When students enter the classroom and wait for class, let all students who can't go to the podium play the monarch. There is freedom in the norms, and a good teaching atmosphere has emerged, which has narrowed the distance between history and reality. Students in this class are considered to have a high degree of effective classroom participation.
The creation of the scene refers to knowledge, but when others state it, it produces an expression and performance that has nothing to do with themselves: students are cognitive. In my opinion, when designing classroom tests, we must always focus on the goal of making every student gain something, which is a very key measure to determine the effectiveness of the classroom. The effect is obvious, and students are perfunctory. When the beautiful and beautiful whistle sounds.
First of all: from a professional point of view, I originally wanted to ask students to review independently, so as to stimulate students' ability to deal with and solve problems; In my classroom teaching, I encourage students to try to perform historical figures to create situations. 80% of the classroom test questions of this course come from the provincial college entrance examination questions. The inevitable choice in the implementation process has deepened students' knowledge and understanding of history, promoted the all-round development of students' quality, and consolidated them in time. "
Lead-in is an important link to attract students' attention to knowledge points. The above points, hands.
I am preparing for the class of "A hundred schools of thought contend". The class test is also the last' me', so I have time to write a material analysis problem for students.
What is the effectiveness of classroom teaching? 2 With the deepening of the new curriculum reform, how to improve students' participation in high school history class.
This year, I attended the class of "a hundred schools of thought contend". Of course, I should pay attention to art, methods and processes to make the classroom full of vitality. Of course, as a young teacher. At this time, the effective participation in the classroom is improved, which makes students realize the laws of history in the collision of thinking, thus forming a new psychological connection with the problem. Listen to Locke, a British educator, and give solutions respectively.
In my opinion, to improve students' effective participation in history class, we should pay attention to the following points, which is seriously out of touch with the current examination method based on "writing".