The first is the "feeling" bird.
First, let students understand the relationship between birds and humans from a big perspective. In this session, I showed the multimedia courseware, which reflected the relationship among birds, humans and nature. Secondly, show different kinds of birds by showing movies, so that students can understand and master the shape characteristics of birds, such as oval body, long tail, beautiful feathers, etc., and pave the way for the next production. Students deeply feel birds through intuitive and vivid pictures. Through this link, students have a humanized understanding of birds. Birds are friends of human beings, and they also have human life and feelings. By sensing birds, we also have an overall understanding of the structure and characteristics of birds.
Second, "talk" about birds.
Besides feeling, what methods and materials are used to express birds? Teachers can show their paper tubes first, and let students discuss how to make a beautiful bird with the paper tubes in their hands. Students can speak freely, and it is not difficult to sum up through communication. Cutting, carving, folding and decorating techniques can quickly complete a bird. Birds are friends of human beings and protectors of forests. How are you going to prove that birds are friends of human beings? Group discussion, class communication, students have their own ideas through heart-to-heart. For example, a classmate said, I can be a bird that can only walk on a scooter with a schoolbag on my back, so that the bird can go to and from school every day like me, and we can become good partners. Some students said that I want to be a bird with a military cap and a sword and shield, so I named him Little Forest Guard, so that he can maintain ecological balance and protect our beautiful nature. Another classmate said, I want to be a bird, with an umbrella in my hand and beautiful clothes, walking in the forest. Talking about the design idea of birds opening students, laying a good foundation for the next production.
Third, "be a bird"
Feeling birds and talking about birds will eventually turn ideas into reality, so you must do it. In this class, I use the form of group cooperation. Teachers can simply show the steps of making paper tube birds with multimedia, such as scrolls, tail cutting, wings, eyes and so on. Then the team members discuss and determine their own production themes, and the team leaders work together to complete their own artistic works. In the process of students' production, the teacher can introduce some good ideas made by students to everyone. For example, some students want to create a beautiful environment for birds, and some students can contact the umbrella knowledge they have learned before to hold up a beautiful small umbrella for birds. Through the teaching of teachers' language, students are provided with sufficient imagination space.
Fourth, "talking" birds
Through the second section, the purpose is to let students explain their creative intentions and production skills and techniques, so that the whole class can improve together through communication. Let each group choose a member to explain their work. For example, a group wrote such a commentary for their works: in the dense forest, pests are rampant. Our group became a forest ranger with a red tassel gun in hand, a crown armor and a long tail. In terms of color, we chose red, yellow and green as the main color, which made the work more eye-catching and gorgeous, especially his big red, yellow and green tail, besides being free and easy. Through their own explanation, let more students know the deeper connotation of the work besides aesthetics.
Verb (abbreviation of verb) comments on birds
Evaluation is the best way to improve students' aesthetic ability, aesthetic consciousness and language organization ability, and it is also a panacea to stimulate students' interest in learning. In order to better help students participate in the evaluation, I specially designed the best creativity award, the best color matching award, the best cooperation award, the best speech award and the best question award. This year's students are nervous about asking seven groups in the class to actively express their opinions on the merits and demerits of their works. For example, a classmate commented on "The Little Forest Guard" and said: This work is a good idea. It compares birds to small guards and holds red tassels to protect beautiful nature. The work is very eye-catching, but the color feels too bright. It would be better if it were a small guard, and the work would be more detailed and perfect. In this way, in the words of the students, the best creative awards are "The Little Guard of the Forest" and "The runway". These two works won the best color matching award and the best cooperation award because of their exquisite color matching and exquisite production. This is an art class full of passion and challenge, freedom and joy.
Six, bird watching
Lead the students out of the classroom with their works in hand, put the birds on the branches and watch them together. From time to time, some real birds fly in. Some students joked, "What a beautiful bird!" "The students all smiled happily. Looking at their happy expressions, what can you expect as a teacher?
These are my lessons, but there are still many shortcomings in the teaching process. The purpose of writing this article is to attract more valuable comments from interested friends.
Teaching Essays for Primary School Teachers 2 In primary school, children have a strong curiosity and desire to explore the world around them, and they are willing to operate specific objects. This period is an important period to cultivate scientific interest, experience scientific process and cultivate scientific spirit. Learning science courses will help primary school students to form a scientific cognitive style and a scientific view of nature, and will enrich their childhood life, develop their personality and develop their creative potential.
Now I will talk about my feelings in teaching.
First of all, science courses should be open to all students.
This means providing every student with a fair opportunity to study science and effective guidance. At the same time, the differences of students in gender, interests, living environment, cultural background and region are fully considered, and the diversity and flexibility of teaching evaluation are encouraged. Seeds buried in the soil have only internal conditions for germination; Only when it feels the warmth of the sun will it sprout!
What we have to do is to make students feel that I am a part of the class and indispensable! This is very important for students to establish confidence, cooperative consciousness and collective consciousness.
Second, students are the main body of scientific learning.
Students have strong curiosity and active desire to explore the world around them, and learning science should be their active participation. Science curriculum must be based on meeting students' development needs and existing experience, and provide various scientific inquiry activities that students can directly participate in. Let them ask themselves and solve their own problems. Teachers are organizers, leaders and close partners of scientific learning activities. They should fully understand and respect students' performance in science learning activities, and have a positive impact on students with their own teaching behavior.
Third, scientific learning should take inquiry as the core.
Inquiry is not only the goal of scientific learning, but also the way of scientific learning. Experiencing inquiry learning activities is the main way for students to learn science. Science curriculum should provide students with sufficient opportunities for scientific inquiry, so that they can experience the fun of learning science, increase their scientific inquiry ability, acquire scientific knowledge, form a scientific attitude of respecting facts and being good at questioning, and understand the history of scientific development in the process of scientific inquiry like scientists. However, it needs to be clear that inquiry is not the only way of learning, and various teaching methods and strategies need to be flexibly and comprehensively used in scientific learning.
1. In teaching, it is generally arranged in the initial stage of inquiry activities to train students to ask divergent questions.
2. Encourage students to make bold guesses and make various assumptions and predictions about the outcome of a problem.
3. Educate students to think about action plans before solving problems, including making steps and selecting methods.
4. Pay attention to collecting first-hand information and teach students how to observe, measure, experiment, record, count and make statistical charts.
5. Pay attention to guide students to draw their own conclusions, and teachers should not impose their own views on students.
6. Organize summary in the later stage of inquiry, and guide students to listen to others' opinions carefully.
To sum up, it's just my little experience. Primary school science curriculum is a scientific enlightenment curriculum with the purpose of cultivating scientific literacy. The formation of scientific literacy is long-term, and early science education will play a decisive role in the formation of a person's scientific literacy. Therefore, we teachers must attach importance to science teaching in primary schools.
Essays on Primary School Teachers' Teaching 3 I have been engaged in primary school English teaching for one year. Think about the course I have gone through, with frustration, hesitation and relief. I deeply understand that it is not easy to be a qualified people's teacher. Let me briefly introduce some teaching work I have done:
First, pay attention to students and establish equal teacher-student relationship. Teaching is not only the relationship between teaching and learning, but also the process of emotional communication between teachers and students. Usually, if students like a teacher, the classroom atmosphere will be active. Students' interest in learning will naturally arise. When I took over a new class, the first thing I did was to make students like myself.
First of all, I convey emotional information of trust and respect to students through my words, deeds and expressions. For example, some students make small moves in class. At this time, I will slow down or let him answer questions to attract students' attention. Find him after class and communicate with him. Instead of criticizing him with harsh words in class. Students in grade six have a lot of face. If you criticize him to his face, it may make him dislike and resist you. This not only affects students and their emotions, but also affects the quality of teaching. Then take the initiative to say hello to the students, so that students have a sense of intimacy. Sometimes they also take part in their extracurricular activities to understand students' ideas.
Second, all students should teach students in accordance with their aptitude.
Because of the differences in language learning ability of everyone. After several years of study, this difference is already obvious. So you can't ask students in the same mode. We should put forward different requirements according to the learning ability of different students.
In the classroom, create various situations, encourage students (especially underachievers) to use English boldly, and take a tolerant attitude towards their mistakes in the learning process. At the same time, spend more time to guide patients. Let them feel love, warmth and support; Experience the happiness of success! 1. Provide students with opportunities for autonomous learning and direct communication. For example, divide the students into several groups to practice when practicing dialogue. Jane.
2. Infiltrate grammar teaching appropriately. Since the fifth grade, the general present tense, the present continuous tense and the general future tense have appeared one after another. Proper grammatical explanation helps students to understand and remember sentences.
Third, the correct evaluation of students
Everyone wants to be appreciated by others, and everyone needs encouragement from others. As a primary school student, this is especially true. Therefore, teachers' inspiring evaluation language can make students gain motivation and confidence in success. Indifference, blame and inappropriate evaluation often dampen students' self-confidence. Instead of spending a lot of time and energy demanding students, it is better to encourage students to gain self-confidence.
1. The evaluation language should be rich and varied, so that students can always keep a sense of freshness and happiness. Teachers' classroom evaluation language should not be single and rigid. A student who was thrown out "You are great" and a student who was thrown out "You are great" must be tired of listening.
2. Teachers should also be sincere when evaluating. The comprehension ability of sixth grade students has reached a certain level. To a certain extent, they have been able to distinguish right from wrong and distinguish between sincerity and hypocrisy. Unrealistic praise will disgust students.
3. Moderate praise. Too much praise is as ineffective as blind criticism. Too much praise can not only lead to active learning, but also lead to students' learning attitude of coping at will. If students find that no matter how they answer questions, they will be praised. Over time, they will become impetuous and will not care about praise.
Teaching is a profound knowledge. I think only through continuous study, practice and reflection can we improve ourselves and improve our teaching level.
It is the responsibility of every Chinese teacher to make students learn interesting, devote themselves to the all-round development of students and highlight the multiple functions and basic functions of Chinese curriculum. Students in grade six of primary school have accumulated some knowledge through reading for several years, and also have the corresponding reading comprehension and writing ability. These students are about to enter middle school. How to further stimulate their interest in learning Chinese and effectively develop their Chinese ability? I think we should do the following:
First, make the best use of the situation.
Students in grade six are more active on campus. They are passionate, willful and impulsive. Sometimes they will write a few poems and a line on the desktop and wall, as if to express their memories of the school. How can teachers take advantage of the situation, seize the emotional opportunity of students, and guide students to express it in an appropriate way? Practice has proved that it is an effective method to actively guide and externalize their thoughts, so as to stimulate their awareness of learning and using Chinese.
Second, achieve mastery through a comprehensive study
If the sixth grade Chinese teaching only relies on the deep excavation of dozens of texts and designs countless exercises to improve students' reading ability and writing level, it is often difficult to achieve the expected results and improve students' interest in learning. Indeed, the text is just an example, and the reading of an article should touch the rest, inspiring students to learn knowledge comprehensively, flexibly and efficiently, and learn with interest.
Third, develop courses.
In the actual classroom, especially in the sixth grade Chinese teaching, it is difficult to hear the voice of reading aloud. If the goal is to cultivate students' interest in reading and writing and improve their Chinese literacy, it is definitely necessary to give up. Therefore, we should take every opportunity to stimulate their awareness of learning and using Chinese and enrich their campus life: students feel that their school life before graduation is tense, orderly, colorful and unforgettable. They have vivid records in their exercises and diaries, and some tell their relatives and friends in the form of poems, paintings and letters. This is a natural language learning activity with no presupposition.
I think this is asking the teacher, not just saying that we should seriously reflect on some behaviors in teaching. The discussion and implementation of "Chinese Curriculum Standards for Primary Schools" is by no means covered by several open classes, writing several articles and publishing several papers. I think its active implementation is reflected in every teaching process. Under the background of the new curriculum standard, teachers and students in grade six should share a sunny day.
Practice has proved that in the lively and interactive classroom and rich and interesting activities, the knowledge and ability of sixth-grade students will be harvested, their emotions will be sublimated, and the charm of Chinese subject will be displayed.
Yan Zi was a doctor in the State of Qi in the Spring and Autumn Period, and was later named as a doctor in the State of Qing. He advocated governing the country by courtesy and was a famous politician and diplomat. The article "Yan Zi makes Chu" wrote "laugh" five times. These five "smiles" are really distinctive if you appreciate them carefully.
Let's look at the second round of King Chu's "laughter". Because the king of Chu was suppressed by Yan Zi in the first round and lost face, he wanted to save face this time, so he asked questions with a smile. Unexpectedly, Yan Zi was tit for tat, so the King of Chu had to "laugh with him". From "sneering" to "laughing with you", it vividly illustrates the transformation of the king of Chu from arrogance to embarrassment.
Look at Yan Zi's smile in the second round. In the face of the provocation of the king of Chu, Yan Zi calmly responded and said "deliberately smiled". After careful analysis, this kind of "intentional smile" has two meanings: on the surface, it is self-deprecating ── "I am the most useless, so I was sent here", but in fact it is a needle hidden in cotton, which shows my confidence in defeating the king of Chu. In this round, the smile of the king of Chu was in sharp contrast with that of Yan Zi, and this kind of "smile" was really different.
In the third round, the ministers wrote "Laugh"-"Laugh at Yanzi" of the King of Chu, and also wrote "Laugh"-"Laugh triumphantly". I asked my classmates at that time, can you learn to taste the meaning of these two "smiles"? After discussion, the students spoke very well and understood it well. And read aloud with emotion.
When I was studying this lesson, I also asked my classmates to act in different roles. Unexpectedly, the students played the King of Chu, Yan Zi and the Guards vividly, mastered their psychological activities well, and fully demonstrated their acting talent.
As a primary school English teacher, there are many things worth pondering and exploring in education and teaching, such as how to shine in the current post and how to let students learn English well in the limited classroom time. After eight years' work practice, I realize that English teaching in primary schools can't just be satisfied with the concept explanation and program analysis of words and sentence patterns, which will only make the teaching materials boring and the classroom atmosphere dull, so that students can't devote themselves to English learning, and their original interest and confidence will soon be lost. So, how can we do a good job in English teaching in primary schools? The following is my experience in the teaching process:
First, create the characteristics of bilingual teaching and create an English atmosphere.
1. Speak Chinese as little as possible in the teaching process, but take English as the main body, and use gestures, eyes, movements, tones and other auxiliary means to help students understand the textbook; And create various situational dialogues in the teaching process to help students establish a sense of language through direct language communication. Organizing teaching in this way can increase students' language practice opportunities, create a language atmosphere and cultivate students' habit of thinking and expressing directly in English.
2. As a language, English teaching should be integrated into the necessary situation. We can create the necessary language environment through classroom performance and create a world where children can develop and play freely. It can bring students opportunities for autonomous learning and communication, and give each student time and space for self-expression and self-development.
3. Encourage students to develop their comprehensive potential and quality of listening, speaking, reading and writing by participating in experience, practice, cooperation and exploration. Ask students to meet teachers and classmates at school and say hello in English; In English class, communicate in English as much as possible; Then children should be encouraged to use English as much as possible after class. Integrate English teaching into all aspects of daily life, make learning a part of life, and make life a continuation of learning.
4. Feedback and instant integration. English listening and speaking training must be timely feedback. In teaching, students remember the materials they have just learned, but if they don't consolidate them in time, they will not only forget them soon, but also make students' mistakes and deviations in listening and speaking not be corrected in time, and even form wrong thinking patterns and language habits.
Second, pay attention to students' emotions and create a relaxed, democratic and harmonious teaching atmosphere.
1, respect every student, encourage them to work hard, find their progress in time and give them corresponding praise, and then protect their self-esteem and dedication.
2. Create various cooperative learning activities to promote students to learn from each other, help each other, experience success and develop cooperatively.
3. Pay attention to underachievers and introverts, give them the opportunity to express themselves correctly as much as possible, and make every small breakthrough become the cornerstone of their progress.
4. Establish a harmonious relationship between teachers and students, communicate and explore with students frequently, understand what students want and need, and then learn from each other.
Third, strengthen the guidance of learning methods to help students learn to learn.
1. Create conditions with your heart so that every student can participate in learning activities.
2. Combining with the language situation, let students deepen their learning in practice and application.
3, self-evaluation, according to their own different situations.
Fourth, implement incentive evaluation, so that students can build up their confidence in learning English.
1, pay attention to the objective evaluation of teachers and give timely affirmation and encouragement to students' little progress in the learning process.
2. Pay attention to students' subjective evaluation, let students know their own strengths and weaknesses through analysis and comparison, and then make clear the direction of their efforts.
The goal of English teaching in primary schools is to help students learn how to use English correctly and have the necessary oral English expression potential through listening, speaking, reading and writing training. This main line runs through the whole teaching process. Among them, listening and speaking training is particularly important, and the training methods are also diversified. Children should learn foreign languages in different ways and materials from adults. They like to play, sing, draw, perform and play games. They like hands-on operation, exploration and imagination. Therefore, English teaching must be based on students' age and personality characteristics. And in the process of teaching, we should keep in touch with reality, explore, practice and reflect, so as to make education and teaching progress and improve.
As a primary school English teacher, especially a third-grade English teacher, if he is only satisfied with the conceptual explanation and procedural analysis of words and sentence patterns, and does not resort to the infection of scenes and the description of images, the classroom language will be dull and the atmosphere will be dull, which will make students unable to devote themselves to English learning. Then, students' original interests and good wishes to learn English well will soon be lost. Therefore, we should absorb the advantages of direct teaching and attach importance to situational teaching.
Children are young, lack knowledge and experience, abstract thinking is not developed enough, image thinking is dominant, and concrete and intuitive images can attract students' attention best. In teaching, I usually use visual scenes such as objects, pictures, headdresses, toys and stick figures. For example, when teaching words such as pens, pencils, books and rulers. , intuitive physical presentation is particularly important. Only through intuitive demonstration and comparison can students quickly understand and master; For example, when teaching vocabulary of apples, pears, bananas, melons and other fruits. Teaching in kind; Then, for example, when teaching verbs such as singing, dancing, drawing and writing. Students are often fresh, their attention is immediately attracted and they can say relevant English words in a few minutes. This eliminates the intermediary role of mother tongue, thus promoting students to use mother tongue gradually in the process of psychological translation.
At the same time, teachers' correct body language is also an important part. Every gesture of the teacher is a real visual scene. The tone, posture and expression produced with the teacher's speech have strong explanatory power and suggestibility. It not only helps teachers to express their thoughts and opinions more accurately and vividly, but also is an effective means to connect things directly in English without mother tongue as an intermediary. For example, when playing guessing games, let children design their own body language to perform, and then let other children guess what it is through body language. As a result, children not only cultivate their performance ability, but also improve their learning intention.
In order to make students have innovative consciousness, teachers must have innovative spirit and dare to conduct new exploration and research on teaching materials, instead of becoming slaves of teaching materials and reading from the book. If children's songs are introduced into the classroom, when teaching numbers, please ask the children to make up a number children's song by themselves, so that there will be one, two and three, and I will read it; Four, five, six, I can write; Seven, eight, nine, I can jump; Ten, Levin, twelve, I can draw. As a result, there are more and more "English doctors" in the class, and their interest in learning is greatly enhanced. For another example, the nursery rhymes in this class have been expanded on the basis of consolidating new knowledge, so that students can understand "what have you got?" And "What have I got?" The meaning of these two sentences has been innovated on the basis of not forgetting the fundamentals.
In order to make students "eat well and have a full stomach", we must carry out the teaching concept of "setting up situations skillfully, stimulating interest and striving for innovation" from beginning to end.