Narrative of elementary school education in the lower grades 1: narrative of Chinese education in the first grade165438+1One morning in October, I was having a Chinese class "Supermarket". Just as I was talking and reading the text on the podium with great interest, I suddenly found Qi Zihao and Yang Ziyue sitting in the back row whispering. It seems that they are happy and speculative. At this point, my anger suddenly rose, thinking: the teacher is yelling at his throat, and you are still deserting and disrespecting the teacher! I really want to go over there and give them a scolding. But reason finally convinced me. I quietly walked over, coughed, and stared at them, meaning to ask them to pay attention. That's class time. Seeing my hint, they immediately stopped talking and began to listen to the class.
I didn't take this episode in class to heart. I didn't talk to them after class. However, before long, I got bored. Because, after this incident, I found that they often talk in class, and their scope has gradually expanded, forming a relatively large scale? Chat casually in class. Small group? . To this end, I talked with them again and again, but with little effect, the bad habit of speaking in class can never be corrected. Often it is to change the crime, talk about it, change it again, and so on.
What should I do? Is there any way to help them correct their shortcomings and improve classroom efficiency?
One day, the monitor Lv Junyao asked for leave in advance. I happened to have something to go. I had a brainwave and called them to the office to say that Miss Zhou had something to do today and could not attend the morning reading class. Can you help the teacher, manage the class and take everyone to the morning reading class? They looked at me doubtfully with their heads down, and I smiled at them. Finally, they nodded in agreement. I patted them on the shoulder and said that the teacher believed that you would be able to complete the task assigned by the teacher.
After class, as I expected, they came up to me angrily and said, Miss Zhou, in class, we asked the students to read the text together, but Yang Xinnuo and Wu Chenxi always talked. ? I was filled with joy when I saw them angry. But I looked unhappy, so I pretended to be angry and said, really, that's really bad, but the teacher believes that if you give them an opinion, they will accept it. ? No, I told them, but after watching it for a while, they talked again and didn't listen to us at all! ? QiZiHao drum cheeks, injustice. I think the time is ripe, so I look at them and say earnestly: Yes, sometimes we have serious classes on them, but there are always people who don't listen, make small gestures and talk, don't respect us at all and don't change many times. Really sad! I can understand your feelings, and I will definitely criticize those students who speak. ? As soon as the words were finished, they bowed their heads in shame and whispered, Teacher, we were wrong. We shouldn't talk in class. Please forgive us. ? I smiled at their contrite expressions. You can correct your mistakes, but you are still a good boy. Teacher is happy for you! ? We will definitely change, teacher. Please believe us! ? Looking at their innocent smiling faces, I smiled again.
As expected, these talkative students will be much better in class in the future. I think that for this kind of naughty and undisciplined children in class, we should not only take positive education in education guidance, but sometimes we need to think calmly and adopt ingenious ways to educate children, which has achieved remarkable educational results.
Narration 2: Last semester, a new classmate Su came to my class. At first contact, he gave me the impression that he was smart, witty and quick-witted. Over time, I found that although he spoke positively and thought quickly in class, his behavior habits often worried me: he was competitive, overconfident in himself and often made trouble. When quarreling with his partner, he always argues according to reason and never refuses to suffer. Tolerance is a sign of cowardice in his eyes. Sometimes, he violates discipline. He always looks unconvinced when I talk to him. What do you mean? Eighteen fallacies? He is very organized. He always thinks he's a little? Disobedient? . Therefore, when Sue appeared in front of my eyes, I always observed his words and deeds quietly, and when I saw his naive face, I remembered a sentence? Loving students is a teacher's bounden duty and the basis of doing a good job in education? . I secretly made up my mind to infect him with my love and let him grow up healthily.
Finally, one afternoon, Su He was the only one left in the classroom.
I asked kindly: why do you always refuse to accept the teacher's criticism and always love to be against me?
? Why do you always blame me? Sue answered me with his usual tough style.
After listening to his words, I recalled my previous attitude towards him and suddenly felt that I accused him too much at ordinary times, which may have hurt his self-esteem. Educator Emerson once said: The secret of successful education lies in respecting students. ? Indeed, I used to teach badly. I was silent for a while and said to him, sometimes the teacher has a bad attitude towards you. He only sees your shortcomings and often criticizes you in front of everyone. The teacher apologized to you. ? After listening to my words, his face flushed and he said with a little excitement. At least I'm not a bad boy. ?
? All right, let's make a gentleman's agreement. We respect each other. If you have something, I won't say it in front of my classmates. Settle it in private, but you must also do not contradict me in front of your classmates. ?
Sue didn't say anything, but I could still see it in his eyes. No trust? Three words. What a child with personality.
On the way home, I was thinking: the relationship between teachers and students is close. Teachers' gestures, voices and smiles, or emotional bearing should all reflect respect and trust for students. Only with kind attitude, kind language and warm attitude can students become good teachers and good friends, and students can kiss, trust and learn theories. I learned that he loves reading very much. I appointed him as the librarian of our class. He loves his job very much, keeps books in order, and can handle the contradictions when some students borrow and return books in time. He speaks enthusiastically in class and has a certain ability of oral expression, so I never forget to let him speak and give him encouragement every time in class. When he got the little red flag he longed for so much, I was relieved to see him smiling and very proud. Usually I like to help him dress, tidy up his schoolbag, ask about the temperature, talk about family life and exchange ideas. A month passed, and I found that he worked harder. Want to talk to me, I am really happy to see his little progress?
One noon, the children were busy chasing and fighting on the grassland, and the office was quiet. ? There was a fight! ? The anxious words of the class cadres broke the calm. I hurried from Class 2 to Class/kloc-0. Although the two children still have tears in their eyes, their anger has obviously subsided a lot and they all sit quietly in their seats. What surprised me most was that Sue was sitting among them panting. Seeing this scene really disappointed him. Is he inciting them again? The rivers and mountains may change, but not one's essential nature ? They are all fine, teacher, just a small matter. ? I was shocked that this remark came from Sue's mouth. ? Teacher, don't praise me. This is what I should do. ? I clearly saw his eyes changed. It turned out that he saw two classmates quarreling over a trivial matter, so he did not hesitate to go up and stop the fight and help them think of a good way? Somehow, I watched him for a long time, and a brand-new emotion developed between us.
On Christmas morning, when I came to the door of the classroom, I found Sue waiting at the door. He greeted me happily, then quietly handed me a long Christmas card and whispered. I made this myself and gave it to you, teacher. ? I looked at his expression, sincere and heartfelt. I looked at this card with love and felt a warm current in my heart.
The third part: the narrative of mathematics education in the first grade of primary school.
There is a student in my class, Li Qingxia. Many study activities seem to have nothing to do with her. She often doesn't do her homework, and she often deserts in class. I always remind her to concentrate in class, so that she can be more interested in class and do little tricks. She is often asked to do some math problems at noon. I gave her five additions and subtractions: 15-4, 10-6, 12-2, 8-5, 8+9. She got stuck on the first question and looked at it and said I wouldn't. If I tell her, I will do it. Nearly 20 seconds later, she did the second question and got it right.
I immediately praised her: you got the first question right, great! ? Gave her a thumbs-up sign. She happily continued to do it, and then answered two questions correctly (12-2,8-5). It took more than a minute to ask me the fifth question. Is it 16? I said:? No, you did four questions and answered three correctly. That's good. ? Then tell her how to calculate 8+9. After many times, she didn't understand. Once, at noon, I met Li Qingxia walking towards me with a notebook. Teacher, did I do two more questions? I did everything right as soon as I saw it!
I didn't expect her to stop playing at noon and actually do the problem seriously in class. I was really moved by her, so I said happily, Great! I answered two more questions correctly! ? It turns out that she is also studious. It turns out that students with learning difficulties also love learning. It turns out that students with learning difficulties can also study hard! Today, Li Qingxia's performance has given me a new understanding of students with learning difficulties. We can't give up every student, even if she can't finish her homework, even if she fails every exam. Our teacher should pay more attention to these students. In fact, they need teachers' care and encouragement. I believe that teachers' attention can make their lives more colorful! close
Love every student and pay attention to the growth of every student!
Narrative 4: Educational Narrative of the First Grade Math Teachers in Primary School This semester, I began to teach math in the first grade of primary school again. Although I have taught first-year mathematics twice, I feel different every time, especially for first-year students. It can be said that the higher the living standard, the lower the IQ of students, and the later they become sensible. More than half of the students in this class know nothing about learning, let alone learning math well. Isn't it more difficult to improve the performance of this subject? This has brought great difficulties to my mathematics teaching. How to solve this problem? I have taken the following measures:
1. First of all, absolutely resist doing more questions. Sea tactics will only make children lose interest in learning.
2. Find some interesting math problems and cultivate children's logical thinking. It is best to be accompanied by parents. If the child is right, please don't be stingy with your praise. The topic must be interesting and speculative.
3. Play some games with children. It not only improves the communication with children, but also cultivates their thinking ability, and also has the benefit of developing their intelligence.
4. Take part in the math contest properly and cultivate math interest. If the child doesn't like it, don't force it, it will be counterproductive.
5. Make students like teachers. Math teachers are very important, and primary school teachers have a great influence on children's future study.
After a period of getting along, I have a general understanding of the students in this class. Through some measures, the distance between me and my students is getting smaller and smaller, and my math class is becoming more and more active. Students dare to speak if they have questions. Let students like learning mathematics slowly, and mathematics teaching can operate normally.
Finally, I came to the conclusion that the first-year students should not be so strict. They want to straighten out the wrong questions, mainly to see if she is sloppy. They should be educated in a targeted manner. If she is not, her parents or teachers can teach her again. If she is careless, she should pay attention to reminding and teaching methods when educating her children, and don't be too strict with her children, otherwise it will have a negative impact.
Narrative 5: Narrative of Chinese Education in Grade One I am a Chinese teacher in Grade One. There are 54 students in this class, one of whom is only 5 years old, so the students' acceptance ability is weak. The first semester of senior one is mainly about the teaching of Chinese Pinyin and essays. I thought it was not difficult at first, but I found it difficult after actual teaching. Students have a high forgetfulness rate and are young. When they encounter difficulties, they will feel tired of studying. Students' mastery of common words is inaccurate. Some students can't finish the homework assigned by the teacher in time, so they are easily distracted in class. Faced with these problems, I feel at a loss, and there are many mistakes in the teaching process.
First, learn everything and try everything.
In fact, students will know the content of a text after reading it again. If you still communicate with classmates at the same level or at a lower level, students will be depressed or even bored. And my interpretation of the text often stays at? What is this? On the level, but powerless? Why? And then what? How's it going? Give students more guidance and answers in class. This is undoubtedly a waste of students' time and repetition of students' thinking. On the surface, it looks very lively, but there is nothing in essence.
Two: scripted, lack of originality.
I'll say what's written in my notes. I will say whatever the teacher says. I just want to work hard on my skills and use my brains on my structure, and I don't want to study the text. So there is often contact and no feeling; Have breadth, no depth; I have seen him, but I have no problem with it.
Three: Go your own way and impose it on others.
Many times, we can only attend classes as planned, but we can't adjust the teaching content and deal with accidents according to the actual situation and classroom atmosphere, so there are often scenes where we are dragged and shoved onto others.
Fourth, gild the lily and extend for no reason.
To read a good article thoroughly, you often need a lot of background knowledge to support it, and you need a deep foundation of teachers. So most of them advocate increasing classroom capacity and strengthening the connection inside and outside the classroom, but I don't understand it thoroughly. In this way, painting a tiger is not an anti-dog, which deviates from the main idea of the text in the upper reaches of the classroom, freely develops and extends for no reason, diluting the interpretation of the text and distracting the teaching focus.
Fifth, regardless of good or bad, blindly affirm.
I don't just treat students in class. Kind-hearted? And then what? All rivers run into sea? What did the students say? Okay？ Answer everything? Right? Sometimes, I applaud and cheer at every turn. Turn the school of knowledge into a stage for display. In fact, this unprincipled and irrational affirmation can only make students lazier and more depressed.
Six, blunt imitation, delay the classroom.
Since the existence of the text, it has become a teaching habit to perform the drama in the textbook. Even if you can't do a complete performance, you should imitate some details. It is conceivable that the students are as timid as a mouse and have not received any professional training. Naturally, they are dancing around and laughing it off. Understanding the text is of no help to analyzing the characters. If you add one point, it will be more, and if you subtract one point, it will be too white. It is better to proceed from the reality of students in the future.
Seven, the language is dry and the amount of information is small.
A good Chinese teacher, in addition to fulfilling the established teaching objectives with good quality and quantity as planned, naturally attracts students with his fluent and accurate language, rich and extensive knowledge and elegant and civilized manners, so that students can often get some unexpected gains. However, due to the lack of proper self-cultivation, the language in the classroom is dry and the amount of information is small, which makes students stay in a poor language environment for a long time. I haven't heard it when I heard it, and I haven't mastered it when I haven't mastered it, so that students are in a very naive state in other disciplines and appropriate social knowledge, life philosophy, language expression habits and so on. The ideal classroom language should be: fluent in telling, accurate in asking questions, vivid in inspiring, mellow and free in transition, and concise in summing up. This should not be regarded as an excessive requirement, but a basic accomplishment.
In the aspect of after-school counseling, what I have done is also lacking in the following aspects: First, the requirements for students are not very strict at ordinary times, and students are not made to understand that learning is their task. Many students are still in the state of preschool education, and their thoughts are mainly play. Second, the requirements for homework are not very strict, and the amount of homework is small, which makes students unable to master the words they have learned skillfully. Third, there is no targeted counseling for poor students, resulting in generally low grades. Any educator will make mistakes of one kind or another in his educational career. The difference between an excellent educator and a mediocre educator is not whether an educator has made a mistake, but how he treats his own mistakes. Being good at turning educational mistakes into educational wealth through reflection is one of the most critical factors for any educator to move from ordinary teachers to educational experts and even educators. After the autumn unified examination, I deeply reflected and constantly tortured my heart: Why did I make such a mistake? Is this mistake due to a temporary emotional impulse or an inevitable ideological root? Can such mistakes be avoided in advance? Did such a mistake get what I expected Educational effect? What if it reaches a certain level? Educational effect? Then what is the price I pay? If not, what are the superficial consequences and potential crises caused by this mistake? What kind of educational regrets, educational defects and even educational tragedies do such mistakes contain? What kind of harm may such a mistake do to my students' minds? I learned a lesson from this mistake and gained new educational enlightenment from it.
In the future, I will do a good job in the following aspects: first, strengthen my teaching ability, so that students can really devote themselves to learning and learn without forgetting. Second, students are required to complete each assignment carefully, and timely correct, comment and coach the poor students. Third, guide students to study independently, actively explore and form a good style of study. Fourth, students' study in school will be reported to their parents in time, and school education and family education should be paid attention to together. Every mistake is a step forward for all educators with sincere reflective spirit, and we follow the wrong steps step by step to the peak of career success. On the contrary, those who treat their work in a perfunctory way and are bound by some narrow utilitarian thoughts often try their best to cover up their mistakes and find a lot for themselves? Excuse me? And then what? Why? Forgive myself. For such people, every self-forgiveness is a new mistake, and this mistake is also a trap ―― even though they may struggle to climb up from this wrong trap, they may fall into another wrong trap at any time and never succeed in education. Growth is a never-ending process; Reflection is also an endless process. I still have a long way to go in my educational journey. I will continue to welcome a batch of new students, I will continue to take class after class, and I will continue to face one unexpected educational problem after another? But as long as I keep my passion and reflective spirit for education, I will continue to enjoy the happiness of education in passion, improve the quality of education in reflection and enrich the wisdom of education in practice.
Narration 6: How to cultivate students' study habits This semester, it is a challenge for me to be a math teacher in the first grade of primary school. I found that more than half of the students in this class don't know what learning is, let alone learning math well. Isn't it more difficult to improve the performance of this subject? This has brought great difficulties to my mathematics teaching. How to solve this problem? The new mathematics textbook for compulsory primary schools points out:? The study habit of listening carefully to others' opinions cannot be simply understood as external forms such as asking students to sit well in class and raise their hands to speak. More importantly, we should gradually guide students to think independently, dare to ask questions and be willing to express their ideas. ? In order to further cultivate students' good study habits, we should pay full attention to the cultivation of students' good study habits and run this goal through the whole teaching process. So, what good study habits should students develop? I have taken the following measures:
First, cultivate students' habit of listening attentively.
Listening attentively is the basis of students' active participation in the learning process and positive thinking, and it is also the premise of improving classroom learning efficiency. Therefore, teachers should cultivate students' habit of listening carefully in class. Listening attentively in class includes four aspects: watching, listening, thinking and doing.
Look: just look at the teacher's demonstration, blackboard writing and action;
Listening: just pay attention to the teacher's explanation and the students' answers;
Thinking: think about what you have learned, what you have learned, and what is different from others;
Doing is to operate the learning tools and do exercises by hand.
In order to cultivate students' habit of listening attentively in class, first of all, students are required not to be distracted, not to make small moves, but to concentrate; Secondly, listen carefully to other students' answers, carefully study whether their answers are correct, whether they need to be supplemented, and whether they have better suggestions; Thirdly, we should carefully observe the teacher's demonstration and blackboard writing, carefully operate the learning tools and do exercises as required.
In order to attract students' attention and make them concentrate on listening in class, I think teachers must be full of energy, vivid and interesting language, clear organization and flexible methods when giving lectures, so as to make classroom teaching attractive and make every student happy to listen.
Second, cultivate students' habit of independent thinking, cooperation and communication.
Mathematics is a highly reflective subject. In mathematics teaching, students should actively use their brains, be willing to think, be diligent in thinking and be good at thinking, and gradually develop the habit of thinking independently and communicating with their peers.
In order to develop the habit of independent thinking, teachers should give students enough time to think while providing thinking materials. Generally speaking, after the teacher asks questions, students with high intelligence can quickly raise their hands to answer them. However, in order to take care of students at the lower and middle levels, we should leave more time for everyone to think. After a considerable number of students raise their hands, students of different levels can answer according to the situation. Sometimes let those students who don't raise their hands answer, let them talk about their ideas and what difficulties they have, so as to promote them to think with their brains. When asking questions, avoid talking to only a few students with good grades and ignoring most of them. Attention should be paid to arouse the enthusiasm of the whole class, such as cooperative learning, group discussion and hands-on operation, or under the guidance of teachers, some introverted students who are unwilling to ask questions in public can have the opportunity to think and ask questions independently. Guide students to think independently, but also encourage students to question and ask difficult questions. In fact, asking questions is sometimes more important than answering. Any invention begins with finding and asking questions. Students ask questions to find contradictions and problems from what they have learned, and put forward their own views and opinions. This kind of questioning ability is an important ability in students' learning activities and an effective way to cultivate students' independent thinking. Therefore, teachers should encourage students to question and ask difficult questions. After independent thinking, students may have new ideas. With ideas, there will be a desire to communicate, with communication, there will be new thinking, so that students are willing to think, diligent in thinking, good at thinking, and gradually develop the habit of independent thinking.
Second, cultivate students' habit of independent thinking, cooperation and communication.
Mathematics is a highly reflective subject. In mathematics teaching, students should actively use their brains, be willing to think, be diligent in thinking and be good at thinking, and gradually develop the habit of thinking independently and communicating with their peers.
In order to develop the habit of independent thinking, teachers should give students enough time to think while providing thinking materials. Generally speaking, after the teacher asks questions, students with high intelligence can quickly raise their hands to answer them. However, in order to take care of students at the lower and middle levels, we should leave more time for everyone to think. After a considerable number of students raise their hands, students of different levels can answer according to the situation. Sometimes let those students who don't raise their hands answer, let them talk about their ideas and what difficulties they have, so as to promote them to think with their brains. When asking questions, avoid talking to only a few students with good grades and ignoring most of them. Attention should be paid to arouse the enthusiasm of the whole class, such as cooperative learning, group discussion and hands-on operation, or under the guidance of teachers, some introverted students who are unwilling to ask questions in public can have the opportunity to think and ask questions independently.
Guide students to think independently, but also encourage students to question and ask difficult questions. In fact, asking questions is sometimes more important than answering. Any invention begins with finding and asking questions. Students ask questions to find contradictions and problems from what they have learned, and put forward their own views and opinions. This kind of questioning ability is an important ability in students' learning activities and an effective way to cultivate students' independent thinking. Therefore, teachers should encourage students to question and ask difficult questions. After independent thinking, students may have new ideas. With ideas, there will be a desire to communicate, with communication, there will be new thinking, so that students are willing to think, diligent in thinking, good at thinking, and gradually develop the habit of independent thinking.
Third, cultivate students' habit of writing seriously.
Writing carefully can not only improve the accuracy of homework, but also have positive significance for correcting students' learning attitude and forming serious and responsible habits. Beautiful and neat writing is the basic skill of students. Doing math homework generally requires students to write in a standardized format, as well as Arabic numerals and symbols. For the writing of homework, teachers should always comment, give priority to typical demonstration and praise. In the process of doing classroom homework, the first-grade primary school students often play around and feel uneasy. The teacher should divide the students into groups and urge them to finish their homework carefully.
Although primary school students will not develop good study habits overnight, first-year students are active in thinking and accept new things quickly. Therefore, as long as teachers are properly guided and well trained, they can accelerate the formation of good study habits and let them take root and sprout in their studies.