In our daily life and work, one of our jobs is classroom teaching, and reflection means turning around and thinking backwards. How to focus on reflection? The following are my thoughts on online teaching of Chinese teachers in primary schools (5 selected articles), which will be arranged for you. Welcome to learn from them, I hope it will help you.
Reflections on online teaching of Chinese teachers in primary schools 1 Entering online teaching of Chinese in primary schools in X city. In this process, I really saw the track of my growth, and I really felt those outstanding teachers who are full of vitality, and they are colliding with the sparks of wisdom in the Chinese classroom one after another. What kind of teaching language is needed for the new curriculum;
1, the taboo of teachers' language
A taboo word. Teachers' use of nonstandard language will lead to students' language confusion, thinking confusion and endless harm.
Second, avoid coldness. Some teachers don't like some words and deeds of students, and think that they don't meet their own wishes, so they satirize, satirize and mock students, such as "cleverness" and "great beauty". This will make students get undue stimulation and hurt their immature childlike innocence.
Three taboos. Some teachers can't treat students with shortcomings or deficiencies correctly and use contemptuous and insulting language to them, such as "ugly smile", "stupid pig" and "elm bumps". This will sow the seeds of inferiority in students' hearts and cause quite serious psychological burden to students.
Four terrible spells. Some teachers will use the language of exposing and blindly judging individual students in the class, such as "born bad", "slave bear", "madman", "fool" and "hopeless". This language will plant seeds of hatred in students' hearts, and some students will try their best to retaliate against teachers, classmates and society; Others will lose confidence in being a man, indulge in self-indulgence and break the jar.
Five avoid floating language. Some teachers like to use grandiose, boastful and unrealistic language to their students. This will make students vain and boastful, and they can't be a down-to-earth person, study or do things.
Six taboos. Individual teachers always repeat and nag when talking and lecturing; Or Dongshan plowshare, xigou rake, nonsense, too far from the point. This will cause students to breed boredom and rebellious psychology.
2. How to activate our Chinese class;
First, independent teaching mode
In Chinese class, teachers really regard students as the main body of learning and regard teaching as the communication and dialogue between teachers and students. Chinese teachers should pay attention to guiding students and conducting classroom discussions. Chinese classroom organization itself is flexible and eclectic. It is common for teachers and students to sit around and participate in discussions, and the communication between teachers and students is also unrestrained. How should teachers create an independent psychological atmosphere for students instead of treating themselves as condescending authorities? Therefore, the Chinese classroom atmosphere is often relaxed and active, and students have a strong sense of participation.
Second, interesting forms of homework.
A variety of teaching contents and homework tasks also take into account students' interests, hobbies and ideals, often in the form of independent activities. In order to solve their passionate problems, students have to do a lot of work, such as collecting information in the library, doing surveys in the society, writing reports and so on. Because most of these activities are chosen by students themselves, they not only cultivate students' thinking ability and ability to solve problems independently, but also bring sincere happiness to students. Teachers don't make uniform requirements for the answers to questions, but focus on having their own thinking views. Students can explore, doubt, criticize and be unconventional. Perhaps it is this spirit of autonomy that breeds the spark of innovation and makes Chinese attractive to students.
Third, the teaching content of life
Life-oriented teaching content Under the purpose of life-oriented, the content of American Chinese teaching has been extended to all aspects of social life. The selected articles in the textbook are mainly "current articles". Newspapers, magazines and pamphlets can be used as important teaching materials, and even road signs, charts, timetables and news columns have been selected as teaching materials. While learning Chinese knowledge, understanding life, knowing life and learning to live have become the basic criteria for the selection of Chinese teaching content.
Under the illumination of the new curriculum reform concept, the new Chinese teaching should provide students with a warm and harmonious humanistic environment, pour more humanistic care, stimulate children's emotional desires, ignite children's spiritual sparks, and make Chinese a vitamin for students' life growth; New Chinese teaching nourishes children's hearts with all the charm of human culture, leads them into the room, appreciates the grandeur and magical beauty of the human culture building, and fully enjoys the endless fun of wandering in human culture; The new Chinese teaching should be a life course shared by teachers and students and a life experience created together. In the new Chinese teaching, students should embrace the language in the voice of reading, have a direct dialogue with the author, and experience the author's great personality, profound thoughts and beautiful sentiments in the strong shock of thinking and emotion. Let students feel and reproduce the emotional beauty of the works in the sound of Lang Lang's books, experience the rhythm and sense of rhythm of the language, and thus love the language of the motherland; The new Chinese teaching should let students experience the happiness of learning in the process of learning Chinese and expect the happiness brought by lifelong learning.
Reflection on online teaching of Chinese teachers in primary schools: a semester is about to pass. This semester, I can attach importance to the study of teaching theory in middle schools, take part in group activities and lesson preparation activities with my heart, attend every class well, often listen to teachers' lessons, learn from teaching experience, learn from each other's strong points, and improve my teaching professional level. Every class stands in the world of teaching with a brand-new mental state, and responds to students with a kind, simple and serious image. Pay attention to morality-oriented, combine the phenomena in real life, and cultivate realistic good moral character and noble personality in many ways and angles.
Be able to carefully correct homework and assign homework with great care. Targeted and hierarchical. Correcting students' homework in time, analyzing and recording students' homework status, classifying and summarizing their problems in the process of homework, making thorough comments, improving teaching methods in time according to relevant situations, and being targeted.
In teaching, I study Chinese curriculum standards seriously. Curriculum standard is the general idea of current teaching. Committed to improving students' Chinese literacy in an all-round way, correctly grasping the characteristics of Chinese teaching, advocating independent, cooperative and inquiry learning methods, and striving to build an open and energetic Chinese course. The following mainly talks about my experience of the new curriculum.
1. Create an equal and harmonious classroom atmosphere. Teachers are the protagonists of the new curriculum reform. Teachers are no longer just the imparting and managers of knowledge, but also the promoters and guides of students' development. In the new curriculum, students' learning style has changed from traditional understanding learning to inquiry learning. The teacher's job is to help children determine appropriate learning goals and determine and coordinate the ways to achieve these goals. Understand that students develop good study habits and master learning strategies and development potential; Create rich teaching situations, stimulate students' learning motivation and interest, and fully mobilize students' learning intentions.
In teaching activities, teachers and students are equal, not the relationship of obedience and obedience. Teachers should respect every student and encourage them to study lively. Only in a democratic, equal and harmonious atmosphere can students' thinking be active and active, and the intense learning process can be transformed into pleasant learning activities. The lively classroom teaching atmosphere is very infectious, and it is easy to create an infectious and enlightening teaching situation, so that students are infected and edified, thus stimulating their infinite enthusiasm and creative desire for learning, making them devote themselves to learning and improving their intention for learning activities.
2. Adopt the teaching method of "enriching life". Connecting with life and creating interesting language and scenes for children is an effective way to stimulate children's desire for knowledge. Under the background of increasing literacy, the effect of using life scenes to develop children's potential can be greatly increased. Let the students think of themselves as the protagonists of learning, integrate them into the text materials to experience and feel, and position the protagonists as the masters of learning.
3. Traditional classroom teaching mainly focuses on teachers' language transmission, combining listening, speaking, reading and writing, which can easily give play to teachers' leading role, enable students to master systematic basic knowledge of culture and science in a short time, form basic skills and skills, carry out ideological and moral education, and promote the development of language and mathematical intelligence, but it is easy to ignore other intelligence, such as the development of students' personality, the development of potential resources and the cultivation of innovation potential. This problem has attracted the attention of many teachers. I tried to learn from two practices and found that the effect was quite good.
(1) In Chinese teaching, it is difficult for junior three students to understand the text materials. On the one hand, I use real examples in my life to explain it, which makes it easier. On the other hand, bold use of body language and vivid and exaggerated performances make students feel lively and become vivid. Students are not only interested, but also easy to master.
(2) In Chinese teaching, not only teachers ask questions, such as: What have you gained from learning this text? What have you learned? What would you do? Let the students contact themselves to answer questions, improve their introspection intelligence and make them good at finding problems. Cultivate students' intelligence in the process of discovering, asking and solving problems.
4. Teachers should adopt flexible and diverse teaching methods according to different teaching materials and teaching objects. When preparing lessons, I should study the textbooks carefully, get familiar with the curriculum standards, and then think from another angle. If I am a student, what kind of way do I like to learn new textbooks? Come up with several schemes and choose different teaching methods according to the specific situation of the students in class. Return the precious classroom time to the students, so that they can enjoy the sunshine, absorb the needed knowledge and accomplish the teaching objectives unconsciously in the vast world of autonomous learning.
One semester's teaching work will soon be over. It inspired me a lot, and also made me really understand the connotation of being a teacher, cultivating children's quality and publicizing their personality in a subtle way.
This semester has achieved necessary results, but there are still some problems, such as some students' bad study habits need to be further guided and corrected, some students' writing posture is incorrect, they can't finish their homework consciously, some students' handwriting is scrawled, and some students' homework can't be handed in on time. The level of writing is too different. It should be overcome in future teaching.
Reflections on the online teaching of Chinese teachers in primary schools 3 This semester, I worked as a Chinese teacher in Grade Three. The third grade is a transitional grade, and sometimes there are some "embarrassing" places. For example, literacy has not been the focus of teaching since the third grade, but learning new words is really difficult for some students, and there is no way to despise it; Reading should gradually become the focus of learning, but due to the limitation of students' cognitive level, the understanding of the problem is not deep and comprehensive enough, and it is difficult to grasp the "degree" of reading learning; In the third grade, I began to practice exercises and write my own experiences, feelings and imagination informally. But in the new textbook, only sentence writing exercises are arranged for the second grade. This leap is so great that students feel very headache about composition at once. The teacher's guidance sometimes seems pale and unable to cope with these problems. In order to cope with the brand-new teaching materials, I make progress in exploration and reflect in practice.
The 32 reading texts in the textbook should be consistent with students' learning practice according to different teaching objectives and learning requirements, so as not to dig deep into hard learning and make students feel speechless and meaningless. This is another difficult problem before us. I think teachers should really know your students at this time, know where their difficulties are, what they are interested in, and how to design through their thinking and cooperation, so as to really improve. Only in this way can teachers have correct teaching predictions when designing teaching plans, making the teaching plans closer to students and more reasonable. I think this is also an aspect of preparing lessons from the "learning situation" of students. Of course, in the process of classroom teaching, we should proceed from reality and constantly adjust according to the learning situation.
Classroom is the main position of teaching reform. In the classroom, teachers should not only teach students knowledge, but also pay attention to the composition of students' learning habits and learning potential, truly learn to learn and become the masters of learning. The third grade has just transitioned from the lower grade, and the teacher's guiding role is particularly important. Autonomous learning in the classroom should be organized and guided by teachers. Therefore, teachers should constantly sum up and reflect on their teaching behaviors, improve their theoretical level, constantly update their educational concepts, and adjust their teaching behaviors in practice to make their classroom teaching more practical. For example, in the teaching of Xilin Gol prairie, due to the emphasis on the excavation of text materials and the design of teaching links, the students' learning situation has not been correctly estimated and predicted. In class, students feel that they are following the teacher, and they don't know how to operate some requirements, which makes them very tired and passive. In view of some problems in teaching, reflect and summarize in time after class. When studying the following text, I paid attention to these problems personally, and I no longer forced students to be "perfect" in class, which effectively avoided the recurrence of these problems.
At this moment in class, I really feel that I grew up with the students, with gains and losses. Recently, however, it has been found that "bottlenecks" are often encountered in teaching, and the existing knowledge and experience can no longer meet the emerging new problems and situations. If 32 texts are taught in only a few teaching modes, students will feel boring immediately, and sometimes they will even be unclear about your teaching ideas. What's the smell of such a class? The teaching of composition sometimes feels "helpless". How to make students interested in writing just by talking about requirements, reading examples, trying to write and making post-evaluation How to cross the "bottleneck" and enjoy a broader teaching world is another question that I have been reflecting on recently. If you are confined to your own teaching world and complacent about your previous achievements, there is only one result-if you don't advance, you will fall back! I think it's time to recharge in time. Read more books on educational theory, increase your cultural background, learn from experienced teachers, reflect on your own teaching, improve your grasp of teaching materials and control the situation in class, hoping to break through the bottleneck.
The focus of the third grade composition is to practice writing specific pieces of information. In practice, I take writing general paragraphs as the basic training of writing paragraphs. And insist on writing some specific points in the general part:
1. The first sentence summarizes the meaning of this paragraph; 2. Describe the first sentence in a few words; The last sentence should summarize the meaning of the paragraph, but it can't be repeated word for word with the first sentence.
The main forms of exercises are:
1. Supplementary paragraph. Supplementary general statements and concluding sentences; Or add a word. 2. Write the meaning of a paragraph in the text in your own words, and all paragraphs are required to be written. 3. imitate the paragraph. Specify the range of material selection, which should be written in the general section.
In addition, I often train another paragraph, that is, a paragraph should contain four elements: time, place, people and things, and write things clearly in a few sentences. This writing is very good for students to master the requirements of narrative.
Chinese is really a beautiful subject. I remember when I was at school, Chinese suppressed human nature and criticized Chinese teaching, which was overwhelming. At the moment, the new curriculum reform makes me see the joyful trend, but I'm really afraid of overcorrection. Irresponsible "innovation" and "activities" make Chinese characters no longer important. What matters is my irresponsible "fabrication". It has always been thought that Chinese reading is the most important link. Students' excessive independent silent reading and meditation cultivate Chinese literacy. Without enough reading as the basis, too much "dialogue" can't reach their feelings and experiences.
Reflections on online teaching of Chinese teachers in primary schools 4. I am a Chinese teacher in Grade Three this semester. Compared with the teaching of senior three, the teaching of senior three has many differences, which is worthy of reflection. The third grade is a transitional grade, and sometimes there are some "embarrassing" places. For example, literacy has not been the focus of teaching since the third grade, but learning new words is really difficult for some students, and there is no way to despise it; Reading should gradually become the focus of learning, but due to the limitation of students' cognitive level, the understanding of the problem is not deep and comprehensive enough, and it is difficult to grasp the "degree" of reading learning; In the third grade, I began to practice exercises and write my own experiences, feelings and imagination informally. But in the new textbook, only writing exercises are arranged for the second grade. This kind of leap is too great, students feel very headache about composition at once, and the teacher's guidance sometimes seems pale and powerless ... In view of these problems and brand-new teaching materials, I advance in exploration and reflect in practice.
First, study teaching materials, understand students, and proceed from reality.
Textbooks are the basis of students' learning and teachers' teaching. How to make good use of textbooks and make students like textbooks and study is the first problem worth thinking about. After in-depth study of teaching materials and teaching staff, I found that the new teaching materials pay more attention to the cultivation of students' learning habits and learning potential, and the requirements for some Chinese knowledge points are not clear enough. For example, this textbook focuses on cultivating students' habit of previewing, thinking while reading, understanding the potential of words through various methods, and paying attention to students' unique feelings about the text. However, although some knowledge points are embodied in practice, the requirements are not clear enough, such as the use of punctuation marks, figurative sentences, interrogative sentences, rhetorical questions, sentence training and so on. With a more correct and clear understanding of the teaching materials, I can foster strengths and avoid weaknesses in the teaching process, complement each other inside and outside the class, and make the teaching materials more perfect.
The textbook consists of 30 texts, 6 reading sessions and 6 comprehensive studies. According to different teaching objectives and learning requirements, how can we be consistent with students' learning practice, so as not to dig deep into hard learning and let students have nothing to say and no feelings to speak of. This is another difficult problem before us. I think teachers should really know your students at this time, know where their difficulties are, what they are interested in, and how to design through their thinking and cooperation, so as to really improve. Only in this way can teachers have correct teaching predictions when designing teaching plans, making the teaching plans closer to students and more reasonable. I think this is also an aspect of preparing lessons from the "learning situation" of students. Of course, in the process of classroom teaching, we should proceed from reality and constantly adjust according to the learning situation.
Second, continuous practice, continuous improvement and optimization of classroom teaching
Classroom is the main position of teaching reform. In the classroom, teachers should not only teach students knowledge, but also pay attention to the composition of students' learning habits and learning potential, truly learn to learn and become the masters of learning. The third grade has just transitioned from the lower grade, and the teacher's guiding role is particularly important. Autonomous learning in the classroom should be organized and guided by teachers. Therefore, teachers should constantly sum up and reflect on their teaching behaviors, improve their theoretical level, constantly update their educational concepts, and adjust their teaching behaviors in practice to make their classroom teaching more practical. For example, in the teaching of poetry textbooks, students' learning situation is not correctly estimated and predicted because they focus on the excavation of text materials and the design of teaching links. In class, students feel that they are following the teacher, and some requirements don't know how to operate. As a result, they are very tired and passive. In view of some problems in teaching, reflect and summarize in time after class. When studying the following text, I paid attention to these problems personally, and I no longer forced students to be "perfect" in class, effectively avoiding the recurrence of these problems.
Third, challenge yourself, enrich yourself and grow up in denial.
At this moment in class, I really feel that I grew up with the students, with gains and losses. Recently, however, it has been found that "bottlenecks" are often encountered in teaching, and the existing knowledge and experience can no longer meet the emerging new problems and situations. If only a few teaching modes are used to teach 30 texts, students will immediately feel boring and sometimes even don't know your teaching ideas. What's the smell of such a class? The teaching of composition sometimes feels "helpless". How to make students interested in writing just by talking about requirements, reading examples, trying to write and making post-evaluation ..... How to cross the "bottleneck" and enjoy a broader teaching world is a question that I have been constantly reflecting on recently. If you are confined to your own teaching world and complacent about your previous achievements, there is only one result-if you don't advance, you will fall back! I think it's time to recharge my batteries in time, read more books on educational theory, increase my cultural background, learn from experienced teachers, reflect on my teaching, improve my grasp of teaching materials and control the situation in class, hoping to break through the bottleneck and open a new world of teaching.
Reflections on the online teaching of Chinese teachers in primary schools. 5 Through the practice of Chinese teaching during this period, I am deeply touched. I can't help but want to talk about some views in my heart:
Children's interest in senior one and senior one Chinese teaching is an effective means to catch students' attention and stimulate their interest in learning.
Literacy teaching is an important part of junior high school Chinese teaching. Dudui is a literacy class. The teachers in this class are attracted by new things because of the psychological characteristics of first-year students, such as strong curiosity, love of exploration and susceptibility to infection. Draw all kinds of physical objects of the scene in the form of pictures. Teachers use childlike language to attract students' attention, reveal topics, stimulate students' interest in learning, and make students enter the learning state happily.
Second, teaching comes from life. Only by returning teaching to life can we achieve the teaching goal and the breakthrough of important and difficult points.
Creating life scene for students in literacy teaching-vegetable garden. Colorful vegetables create rich life scenes for students, stimulate students' interest and desire to explore life, activate students' thinking, remind students of colorful gardens at home, create a pleasant literacy space for students, and mobilize students' multiple senses to participate in the process of literacy and memorization. The class also involves interesting links such as vegetable baby, pinyin baby and children's hide-and-seek to guide students to read new word cards in pinyin and gradually deepen the difficulty of new word literacy. In the whole process of literacy, students unconsciously learn new words and learn to cooperate in a relaxed and pleasant atmosphere under the conscious guidance of teachers. From boring machinery to students' willingness to learn and remember.
Third, timely evaluation can effectively mobilize students' learning enthusiasm.
In this class, the teacher always rewards students in various forms in an encouraging tone. After reading the children's songs, the students evaluate each other and study together. Coupled with the use of my inspiring language, students can enjoy learning, achieve their learning goals, cultivate a sense of cooperation, have confidence in a successful learning experience, and stimulate their enthusiasm for independent literacy.
Disadvantages:
First of all, teachers should base themselves on students' existing knowledge.
For rural students who often see vegetables but don't understand the word, they can introduce them when introducing them.
Second, teach students to imitate in interest.
When teaching new words written by Tian Zi Gerry, teachers should present a clear Tian Zige. Teachers write examples, and students write again.
Third, when students are required to complete the task, the teacher's language should be clear and specific, and the general meaning should not be too great, otherwise the students can't understand the teacher's meaning.
Fourth, proper color contrast can enhance children's analytical and memory abilities.
In this class, the teacher has used multimedia to teach, so when teaching new words and learning radicals, the teacher can use the strong contrast color between radicals and the rest of the font, which I think should be better. Because junior students, because of their physical and mental development characteristics, will show much better bright colors than the teacher repeatedly reminded. Teachers had better consciously guide students to make unconscious and conscious observation, and then acquire knowledge by themselves.
In a word, I think that Chinese teaching in grade one should start from life and students' existing knowledge, carefully design teaching plans, become a member of children's psychology, and interact with them in a form that children like, so as to realize the concept of new curriculum standards, mobilize students' learning enthusiasm and achieve good teaching results.
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