During the winter vacation, I read Le Weiguo and Mei Miaocong's Narrative Research on English Education in Primary Schools, and learned what teaching narrative is and why it should be carried out. At the same time, this book also provides readers with a model of how to operate. The biggest feature of this book is its readability, simple language, integration of theory with practice, and a large number of concrete practical examples are displayed in the process of discussion. The topic selection is also based on the educational situation and experience that teachers are familiar with, so the teacher's experience world, the teacher's spiritual growth track and their real feelings in education and teaching activities are clear at a glance.

This book has five chapters. The first four chapters focus on "teaching narrative", including "what", "why", "who" and "how to do it". The last chapter is practical research, that is, each case successfully solves the problems in the teaching process by using teaching research methods. After reading this book, I quite agree with the editor's point of view that "narrative research" attaches importance to the voices of front-line teachers. It puts forward a new way of thinking, which holds that every teacher's personal knowledge in class is legal, and acknowledges the great strength and potential significance contained in teachers' classroom experience. Pay more attention to the spiritual life of teachers, and no longer require teachers in a modular way. Teachers can conduct educational narrative research through the first-line fresh experience, and provide a lot of information, materials and suggestions for educational decision-making. "

Every chapter of this book emphasizes to prove and interpret the theory with examples and stories of educational research, and to express it with a discourse system that teachers are familiar with. In fact, the examples given by these teachers are exactly the problems we often encounter, and one of them has made me reflect for a long time. Because in the actual teaching process, I have encountered such similar problems.

In order to introduce words such as long hair, short hair, strong and thin. In my mind, when Teacher A was teaching PepBook 3 Unit 3 Let's Learn, she set up such a scene: long hair was drawn with a beautiful girl in the moonlight on it. As soon as the picture came out, the students cried loudly, and the quiet classroom suddenly boiled. The teacher immediately clapped his hands to signal the students to be quiet, and then introduced: Look. She's very nice. She has long hair. Then long hair appeared under the beautiful girl and began to read. Then use the photos of Hanamichi Sakuragi for short hair, Schwarzenegger for strong hair and Andy Lau for thin hair. There are more and more high notes in the classroom, and the classroom atmosphere seems to be alive. In fact, students' minds have long been away from their studies, and all their attention is on the pictures, whispering.

Such a scene seems to be in front of me, and I have encountered such a similar situation in teaching. It was originally designed to stimulate students' interest and create a scene for students to make teaching less boring. But after a class, what students notice is not the knowledge of this class, but the scene you gave, and the effect is definitely pale. Why? What's the problem? I tried to think of myself as a student and suddenly realized that such a "wow" reaction was completely normal. When two items appear in front of you at the same time, the special one will definitely attract your attention. It is good for students to learn words in situations, but if they don't grasp this "degree" well, it will be counterproductive. When designing a scene, you can't be too "publicity". Too "dazzling" scenes will attract students' attention and become the wrong "focus". Furthermore, the design scenario should not be bound by the rules and regulations of the textbook itself. Starting from life, we should combine students' family life and school life to create a "live" scenario closer to students' study life, so as to achieve better classroom effect.

As we all know, in primary school English teaching, words are the basis of teaching. Only by learning words well can we learn related sentences better, that is to say, learning words well is directly related to the understanding and mastery of later knowledge. Therefore, in teaching, we always try our best to stimulate students' interest in learning. Whether in the process of teaching or practicing calligraphy, we try our best to use games and competitions to assist, but after a long time, there is always a feeling of being unable to do so. So now in the word teaching, there is also a word situational teaching method. The combination of scenes and games will make boring word teaching full of vitality, but as mentioned above, not all practices are methods. The key depends on what kind of effect you want to achieve, how to do it, how to choose it, and how to grasp the "degree". Every teacher should make our own teaching process a process of self-reflection, self-education and self-improvement.