Primary school teachers' thesis 2000 words 1
On the Strategies of Improving Chinese Reading Teaching in Primary Schools
Suhomlinski, a famous educator in the Soviet Union, believes that the way to make students smarter is not to make up lessons or increase homework, but to read, read and reread. Mr. Ye Shengtao, a contemporary educator, put forward the reasons for insufficient reading. One reason is that reading is too little, and reading is illegal, which is particularly important. It is important to read more books, but what is particularly important is how to read. "Chinese Curriculum Standard for Primary Schools" not only proposes to cultivate students' extensive reading interest, expand reading scope and increase reading volume, but also advocates doing less questions, reading more books, reading good books and reading whole books, and at the same time makes quantitative standards and requirements for reading volume. As a senior primary school Chinese teacher, how should we do a good job in primary school Chinese reading teaching according to local conditions, time and people?
First, create a good reading atmosphere to stimulate students' reading expectations
In order to stimulate students' reading expectation and make them interested in reading, teachers should pay attention to creating a harmonious and relaxed classroom atmosphere and reading learning atmosphere. In reading teaching, teachers should show their full enthusiasm and good mood to students, give them full respect, care, support and appreciation, let students be deeply infected by teachers, let students eliminate their strangeness and fear of reading, and let students' original reading desire be in an extremely natural and optimal state. In addition, teachers should try their best to create various reading situations, such as telling vivid stories in a clear tone, or introducing students' reading situations from humorous love scenes, so that students can be on the scene and feel that they have new feelings, discoveries and experiences every time they read and learn, so that students are full of interest and have a sense of expectation in the next reading teaching, thus mobilizing students' initiative and enthusiasm in reading.
Second, highlight the emotional factors in reading teaching
It is generally believed that language is a tool. But we should emphasize the functional essence of language tools, that is, expression and expression. In order to make Chinese reading teaching lively and infectious, stimulate students' interest and desire in learning Chinese, and thus generate internal motivation for learning Chinese, we must highlight emotional factors in reading teaching, and teach people to feel with emotion. Whether teaching writing or writing articles, drafting or teaching expository or argumentative essays, students should be guided to understand and experience the author's hatred of love and the meaning of praise and criticism conveyed by the language form of the text, so that students can understand the meaning of words and expressions and the author's language skills in the process of emotional experience.
Third, the implementation of situational edification and incentive thinking.
This special law of reading teaching requires that reading teaching, especially the reading teaching of narratives and literary works, must implement the principle of situational edification and stimulating thinking, and at the same time give the specific content and form of thinking training in the process of reading teaching, that is, guide students into the text situation with concrete images, pictures, sounds, modalities, plots and scenes, stimulate students' thinking and make them have fun in thinking.
Of course, reading teaching can not be separated from abstract thinking, and cultivating students' ability of comparison, analysis and induction can not be ignored. However, it is worth noting that in actual teaching, teachers usually only pay attention to the rational factors in the text and ignore the emotional factors contained in words and sentences. As a result, the original works that were extremely vivid and emotional were dismembered and analyzed, leaving only a few dry tendons. How can this monotonous and boring emotional experience not make students feel tired of learning, and even eventually lose the motivation to learn Chinese? It is not only one of the main goals of reading teaching, but also a vivid embodiment of the art of reading teaching to stimulate students' thinking by guiding them into the text situation, so that they can have fun in thinking, acquire knowledge actively and exercise their thinking ability. Only in this way can we? Want me to learn? Become? I want to learn? , will it? Can't you learn? Become? Good at learning? . Therefore, experienced Chinese teachers always try their best to create situations according to the teaching content, purpose and students' reality, guide students into situations, open their minds and lead them to a bright future step by step like tour guides.
Fourthly, reading teaching must be closely linked with daily life practice.
As a combination of spoken and written language, Chinese is a tool for listening, speaking, reading and writing, and the text in language form is a reflection of real life. Therefore, Chinese knowledge and skills are closely related to people's communication needs. Therefore, the fundamental purpose and starting point of the art of reading teaching should also be to constantly stimulate students' demand for learning Chinese, so that they can have internal motivation to learn Chinese.
Reading teaching can't teach text for the sake of teaching text, but teach knowledge for the sake of teaching knowledge. We must closely connect with daily life practice, especially reading, writing, listening and speaking activities, and activate the Chinese knowledge and skills contained in the text into plates of delicious food to present to students, so that students can truly experience it? What is the need for study? 、? Is learning useful? Therefore, I have a strong interest in learning Chinese, actively acquire knowledge, and actively use what I have learned to develop my Chinese ability. For example, a teacher talked about peanuts. In view of the problem that students generally find it difficult to choose writing materials, he talked and read from beginning to end around the choice of writing materials, making students realize that frequent observation and accumulation are important sources of writing materials, and the classroom is lively and students learn with relish.
Fifth, pay attention to oral art in reading teaching.
Makarenko, an educator in the former Soviet Union, said: The same teaching method may be twelve times different because of different languages? . Suhomlinski also stressed: teaching languages? To a great extent, it determines the efficiency of students' mental work in class? . The basic means of Chinese teaching is that teachers impart knowledge to students in their own living language, cultivate Chinese ability, and carry out ideological education and aesthetic education. Even in the era when modern teaching methods are widely used, the basic methods and characteristics of Chinese teaching will not change. In this sense, Chinese teaching, especially reading teaching, is always the art of language use.
The emotional nature of reading content and the situational nature of reading thinking require that teachers' teaching language in reading teaching must be accurate, vivid, vivid and infectious, and at the same time have clear and rigorous logic, which can reproduce the images and pictures in the works and become the artistic re-creation of the images and pictures described in the language in the works, thus arousing students' association and imagination and helping them understand the works. Therefore, in reading teaching, whether teachers explain, describe or repeat, their language should be vivid and novel, full of emotion and charm, and pay attention to oral art, so that their teaching language itself can become a model for students to learn.
In short, in primary school Chinese reading teaching, we should create colorful reading forms according to students' age characteristics. Teachers should affirm, support, respect, understand and trust students with trust and encouragement. At the same time, teachers should do a good job in reading, understand words and sentences, strive to stimulate primary school students' reading interest, cultivate good reading habits, and infiltrate into Chinese teaching. And pay attention to give a positive evaluation, stimulate students' interest in learning, in the usual accumulation of bit by bit, reading ability will continue to improve, good reading habits will be formed, thus effectively promoting Chinese teaching, so that primary school students can enjoy endless fun in their usual reading.
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Primary school teachers' thesis of 2000 words
On the Cultivation of Primary School Students' Chinese Self-study Ability
As an important part of basic ability education, Chinese education has been paid more and more attention in modern society, especially in primary schools. It can not be ignored that the psychological state of primary school students is in a period of rapid change, and the corresponding educational methods of primary school Chinese education will also change accordingly. However, no matter how the teaching method changes, its center always revolves around one point, that is, to cultivate primary school students' autonomous learning ability of Chinese and let them learn Chinese from it. His master? Arrive? Autonomous? Change.
First, the necessity of cultivating primary school students' autonomous learning ability
1. Social demand
With the rapid development of industrialization and informatization today? Atomization? The Society has been initially established in China, and it can be expected that this trend is developing rapidly. For today's primary school students, the society they will face in the future is likely to be a highly atomized society, which requires them to have the ability to live independently, so it is natural to attach importance to the corresponding autonomous learning education in primary education. At the same time, due to the information explosion, the amount of information accepted by people has greatly increased, but the quality of information and the usefulness of information to a person have obviously differentiated, especially the so-called? Word garbage? The emergence of "Chinese language" forces people to have a stronger ability to recognize the quality of words, and language, as a basic tool, plays an important role in it. Chinese education in primary schools, as the foundation of one's life-long Chinese learning, plays a key role in shaping one's subconscious development, especially in the current systematic teaching environment, and effective Chinese teaching can lay a good foundation for future learning. In short, the more we need to improve primary school students' Chinese self-study ability, so as to cultivate their self-awareness and lay the foundation for adapting to society in the future.
2. Personal needs for future development
For the personal future development, because the current primary school students may be in a society of great changes in the future, there are still many variables in the future development process, but it is certain that the demand for independent talents will inevitably increase greatly in the future talent demand. Therefore, the future development of primary school students depends largely on their own abilities, and only through their own efforts can they get a better life. Chinese plays a leading role in social communication in China, so learning Chinese in primary school plays an important role in one's future. Especially at this stage, the cultivation of Chinese autonomous learning ability can lay a good foundation for people's lifelong learning, especially in the current social tide of lifelong learning. Without voluntary study, people will face the dilemma of not being able to integrate into society. At the same time, the improvement of primary school students' ability to learn Chinese independently can also help them quickly integrate into it in a completely unfamiliar environment and achieve a different goal from other students. Social atom? Through this reorganization, we can realize the appearance of individual status in society and the existence of personal value.
Second, the specific ways to cultivate primary school Chinese self-study ability.
In the above article, through the analysis of the future and the real society and the discussion of the future personal development of primary school students, we think it is necessary to improve the independent learning ability of primary school students. Accordingly, we will discuss it from three aspects: learning interest, learning methods and learning habits.
1. Promotion of learning interest. Interest in learning is an important motivation for primary school students to learn. Because they don't have an intuitive and rational understanding of the future and their psychology is highly plastic, the most basic condition in the process of cultivating primary school students' autonomous learning ability of Chinese is to enhance their interest in learning. On the promotion of primary school students' interest in Chinese learning, the main initiator is teachers. In the process of teachers' teaching, through directional text reading and corresponding investigation and research, the interest points of primary school students' Chinese learning are found, and the interest points are classified accordingly, so as to divide the learning groups and realize the orderly cultivation of primary school students' learning interest in collective spirit mobilization.
2. A professor of learning methods. Learning method is an important guide for students' learning, especially the teaching of learning method in primary schools. Only by cultivating learning methods can the promotion of learning interest become an achievable process. Below, let's introduce the learning method in detail.
First of all, we should preview before class, especially writing preview, and arrange the initial preview class in the preview process to be a model of excellent teaching. In the process of students' preview before class, teachers can arrange certain preview reading topics to improve students' preliminary reading thinking ability and corresponding reading discrimination ability. On this basis, it can also effectively improve students' expectations for future study and enhance their interest in learning. In this process, the students' reading ability is investigated in depth, and the corresponding investigation report is made. On this basis, the corresponding targeted teaching and training are carried out.
In the preview, we should also put forward a preliminary preview outline, through which we can control the students' free and rambling learning state, and on this basis, we can give students corresponding guidance to improve their interest in learning, such as the outline setting of the lesson Huangshan Strange Stone:
(1) Learn new words by yourself, read the pronunciation correctly and recognize the font.
(2) Understanding words in context.
Famous at home and abroad, the shape is strange and steep, and you just laugh.
Understanding the corresponding cultural factors in the introduction of natural and cultural heritage to the greatest extent is also set according to primary school students' concern for language ability training and basic characteristics. In this outline setting, it can also lay the groundwork for students' later thinking, and guide and demonstrate students' later independent reading through the combination of concrete typicality and universal concreteness.
Second, in the classroom, pay attention to students' group learning. In the process of reading the text for the first time, students are randomly grouped in a large range under the guidance of the teacher, and the teaching tasks are made public, so that students can discuss and get their own answers. Secondly, in the intensive reading of the text, individuals can think in detail, deepen their understanding of the text, and clarify the organizational form and text characteristics of the text. Finally, make a reading summary, so that students can make a reading summary on the basis of self-understanding of the text and understand their reading gains.
Third, summarize and form corresponding reading habits after reading to realize the combination of reading and thinking. Moreover, because primary school students are in an immature state of mind, it is necessary for Chinese teachers to ask students not to write or read, and form a good habit of combining reading and thinking.
3. Cultivation of study habits. As an important part of learning ability, study habits play an important role in the development of learning ability, especially in the cultivation of self-study ability. For the cultivation of study habits, we should first carry out good homework habits, develop good extracurricular reading and thinking habits in the process of completing homework, and then develop the habit of taking notes. Repetition of notes and expression of the corresponding learning process can also enhance our active learning habits, which is particularly important for cultivating the habit of autonomous learning. Finally, learn to use reference books. Because the knowledge level of primary school students is at a low level, the use of reference books is also an important aspect of improving learning and self-study ability.
Third, the conclusion
This paper points out the necessity of cultivating primary school students' autonomous learning ability by discussing the future society and the future personal needs of primary school students. At the same time, through the study of the teaching process in real situations, it is proposed that the learning potential and social development potential of primary school students can be improved through the promotion of learning interest, the teaching of learning methods and the cultivation of learning habits, so as to effectively cultivate their autonomous learning ability.
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