In teaching, realize the interaction between language and painting, let children express what they want to paint in language, and also express the stories in their paintings in language; Tell the stories in your paintings to teachers and peers.
Evaluate children's paintings with stories in their own paintings; At home, tell the story in your painting to your father, mother, grandfather, grandmother, grandfather, uncle and aunt, and ask your family to help you record it. Multi-channel, thematic, targeted and personalized training of children's language expression and communication skills. The teaching activities of painting theme, through the creation of multi-scene appreciation and game activities, cultivate children's ability to observe the characteristics of things, cultivate the habit of paying attention to details, and cultivate the thinking habit of "details determine success or failure".
2. What courses are there in the composition of childlike innocence and happy situation?
Happy situational composition: focus on fun and comprehensive knowledge.
Synchronous composition: keep pace with the school, learn the school's statement, and quickly improve your short-term performance.
Step by step reading: the application and consolidation of some basic knowledge and reading skills
Special training: make a system of the problems, difficulties and less talked-about contents in the composition, such as words and sentences in lower grades, rhetoric in higher grades, chapters and paragraphs, etc.
There are also young and connected pinyin and hard pen calligraphy.
3. How to build a childlike innocence classroom in primary school mathematics teaching
The spring breeze melts the rain and moistens things silently. The Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 12-2020) clearly points out: "The fundamental purpose of education reform and development is to improve the quality of the people, produce more talents and produce good talents." Throughout the current primary school mathematics classroom teaching, "adult" phenomena abound, such as adult life situation, adult learning activities, adult classroom language, adult exercise design and so on. Especially in the mathematics classroom, the invasion of classroom adulthood is not only the lack of children's research, but also the lack of "subject".
The core idea of "20 1 1 Mathematics Curriculum Standard" is "people-oriented development". It can be seen that in mathematics classroom, students' psychological characteristics can be understood, children's nature can be fully released, "childlike innocence resources" can be effectively used, and children can be integrated into classroom teaching, so that they can discover and use their own knowledge in the childlike innocence world, and they are willing to enter the mathematics classroom, learn mathematics happily and enjoy mathematics. Based on several class examples, this paper talks about strategies for effectively utilizing childlike innocence resources in mathematics classroom teaching.
First, break through the inherent mode and explore new teaching paths.
In the past, this was a common phenomenon in the classroom form of mathematics teaching. In order to let students master knowledge as soon as possible under the design of "exquisite packaging", teachers always try their best to ignore students' existing experience in knowledge and spend a lot of energy making one exquisite courseware after another, so that students can master classroom knowledge as soon as possible. It is not difficult to imagine that this kind of class is not only hard for teachers to prepare lessons, but also busy for students to study, so teaching in daily life cannot be advocated.
A teacher gave full consideration to the knowledge-seeking characteristics of second-grade students when teaching "Knowing Time". Actively capture the basic information of senior one students' initial understanding of time, and sublimate it into the importance of time by "creating an environment (listening to the footsteps of time)-exploring independently (observing the clock face and perceiving the relationship between the hour hand and the minute hand)-skillfully using new knowledge (solving the problem of admission tickets to the mathematics kingdom with new knowledge)-enhancing feedback (perceiving what'1minute can do'). It can be seen that this new teaching path has changed the previous teaching mode, fully tapped children's nature of loving learning, effectively grasped childlike innocence resources, truly changed students' learning methods, and enabled students to learn actively.
Second, it tends to conventional design, cleverly highlighting the relationship between problems.
In the lesson of "Knowing Time", the teacher made a clock face teaching aid by himself, and the students' learning tool is also the same clock face as the teacher. On the basis of students' knowledge, set the clock manually through group cooperation. In this way, when dealing with the teaching difficulty of "1 hour =60 minutes", teachers tend to design normally and correctly handle the relationship between "mathematical problems and practical problems". In life, the clock face that students see is also the teaching aid displayed by teachers in class and the clock face that students dial by hand. The teacher skillfully handles the relationship between "classroom mathematics problems" and "real life problems", which also closely shows the essence of classroom strategy research on effective use of student resources.
Third, play a leading role and effectively realize knowledge transformation.
The first volume of the fourth grade math class "Vertical and Parallel" is a conceptual class of "Space and Graphics". In teaching, teachers penetrate knowledge points such as "same plane", "parallel, mutual parallel", "vertical, mutual vertical" through "guessing, problem situations, exploring cooperation and consolidating application", so that students can improve their spatial thinking ability in hands-on operation, observation and verification, and communication application, thus deepening their flexible grasp of mathematical concept knowledge.
We know that "coplanar" is the first thing that students should master in "vertical and horizontal" teaching, but it is abstract conceptual knowledge. In the teaching of this lesson, the teacher shows a set of animated desktops through courseware to guide students to observe and think: where are these two chopsticks after they fall on the desktop? After the students think, think and guess, the teacher reveals the position relationship between the two chopsticks through the animation effect. It not only highlights the "same plane" nature teaching, but also reveals the teaching of this course, which can be described as "another village with a bright future", skillfully transforming "abstract knowledge" into "concrete knowledge" and fully demonstrating students' active learning.
Fourth, construct classroom forms and fully tap the resources of childlike innocence.
The childlike innocence classroom is the main carrier of childlike innocence education concept, the place where teachers and students talk and coexist, and the first space to enlighten life. In the exploration of mathematics classroom teaching strategies, inquiry teaching with question inquiry as the basic form and situational teaching with situational experience as the basic form. These are the directions that need to be explored and worked hard to construct the classroom form of childlike innocence.
(A) inquiry-based teaching with question inquiry as the basic form.
"20 1 1 Mathematics Curriculum Standard" points out: "Mathematics teaching should create problem situations that are conducive to students' autonomous learning according to specific teaching contents, so as to encourage students to learn actively and individually and continuously improve their ability to discover, ask, analyze and solve problems. "
I remember that when Hua Yinglong, a famous special-grade teacher, was teaching the magical Mobius belt, he just started class. He took out a rectangular envelope bag (the width of both sides was not sealed) and drew a red line in the middle.
Teacher: Students, today the teacher will bring you a little magic trick. Remember, you must watch the magic performed by Teacher Hua carefully later. Whoever can crack it will get the teacher's reward immediately!
The students are eager to try with their eyes wide open.
The teacher took out a pair of scissors and cut the envelope along the middle. There was a red line parallel to the width on the envelope. ...
Almost, the teacher suddenly stopped cutting.
Teacher: Guess, will it break?
Most students replied: yes, definitely. Some students expressed doubts and dared not draw a conclusion.
The teacher decisively cut it. The students hissed and sighed.
It turned out that after the envelope was cut open, the red rope was not broken.
Teacher: What a surprise! What the hell is going on here? Think about it, can you guess? (Give students enough room to think, but students seem confused) This is the magic of magic! Today we will learn the following knowledge around this aspect. (blackboard writing: magic)
It seems that there is no need to prepare lessons, but Mr. Hua makes full use of children's curious nature, skillfully uses question-based inquiry teaching, takes magic as an opportunity, effectively mobilizes students' learning enthusiasm, and gives a wonderful class in the order of question inquiry.
(B) Situational teaching with situational experience as the basic form
Teaching situation is the link between mathematics and the real world and the bridge between mathematics and real life. Let students experience and understand mathematics in real situations, create learning situations that are closely related to students' living environment and knowledge background and are of interest to students, and let students gradually experience the process of the generation, formation and development of mathematical knowledge in activities such as observation, operation, speculation, communication and reflection, so as to obtain positive emotional experience.
For example, teaching the secret of postal code in "magic number coding". The teacher asked the students to collect a large number of postal code arrangements before class and investigate the significance of postal codes. In the classroom, through feedback and group cooperation and communication, we can understand how the arrangement of these numbers represents different regions and how the numbers in different positions represent corresponding information, and realize the superiority of solving problems with digital counting method. So as to arouse students' attention to the numbers in life.
4. Are there any children studying in Tongxin Primary School?
Psychological preparation is the most important and intangible. Including parents and children. Parents' psychological preparation is that children going to school is different from going to kindergarten, so they should be more reasonable to their children. It's best to take them to school and cultivate their good habits of work and rest. They should attach psychological importance to it and do it with their children, but they should not be arranged instead, but should play a guiding, reminding and encouraging role. Psychological preparation is the most important thing for children. No matter how you prepare, you can't leave the following four aspects: intellectual factors, non-intellectual factors, physical aspects and self-service ability.
(A) the preparation of intellectual factors
After entering primary school, children's main activity is learning, and learning requires intellectual participation. The preparation of intellectual factors directly affects children's acceptance. High intelligence level, strong acceptance, low intelligence level and weak acceptance. Attention, observation, sense of orientation, language ability and thinking ability are the most important intelligence factors.
1. Attention: In learning activities, children need to have stable attention (be able to maintain intentional attention for a long time) and be able to flexibly divert attention (avoid interesting things after class).
It is very difficult to follow the teacher all the time, and we need constant training. Individual children need individual guidance from the teacher.
2. Observability: There are many similar words in Chinese characters, such as: clear, eye, affection, please, clear and money.
It requires learners to have strong observation, that is, they can keenly observe the differences between words and distinguish them clearly. If not, they will be confused in similar words.
3. Orientation perception: No matter Chinese characters, letters and numbers, each symbol has strict orientation regulations, and factory characters cannot be written backwards. Moreover, the combination words in Chinese characters (including left-right structure, up-down structure, up-down structure and left-right structure) put forward higher requirements for learners' orientation perception. Without this preparation, there will be interaction between the left and right parts of Chinese characters. For example, I once saw a first-grade pupil write his knowledge in autumn.
4, language ability: accurate and clear pronunciation ability is the first language ability, this is because there is a strict correspondence between letters, words and language, if a child's pronunciation is not accurate, then he will be more difficult than others in learning to read and write.
Language comprehension ability is also very important in language ability. Now our country is taking language as our teaching and research project, because the language of primary school teachers is essentially different from that of kindergarten teachers. The language of primary school teachers is logical and non-life language, and the content of language is to impart knowledge. This language is much more difficult to understand than that of kindergarten teachers. If children's language comprehension ability is not strong, it is difficult to understand the teacher's lecture. The level of language understanding is directly related to the number of words that children master.
Language generalization ability and language expression ability are also very important in language ability.
5. Mathematical ability: Children are required in mathematical ability: A, the concept of continuous quantity; B know numbers and know the corresponding relationship between numbers and quantities; C, will compare the size between numbers; D, the difference between knowledge base and ordinal number; E, understand the relationship between parts and the whole, know that the whole can be broken down into parts, and some can form a whole.
6. Thinking ability: At this time, children should have the initial germination of abstract logical thinking, because the learning process is essentially a process of using symbols to establish a series of conditioned reflex, which has abstract characteristics.
(B) the preparation of non-intellectual factors
Before children go to school, let them have a strong curiosity and thirst for knowledge and yearn for school; You should also have strong self-confidence and independence, and think that you can do your study well; He should also have strong self-control and persistence, because learning is a very boring and tiring thing; At the same time, he should also have a sense of rules and tasks. There are many rules in learning activities, such as the pronunciation of words, the graphics of words, the direction and order of strokes when writing, and the practical meaning of numbers, which must be observed. In addition, going to school is a task put forward by the state for every child, and children must complete this task with good quality and quantity, that is to say, they must complete their homework every day.
Compared with kindergarten children, primary school students have changed their communication partners. In kindergarten, children are more cared for by teachers and communicate more frequently. After entering primary school, the communication between teachers and children is mainly to impart knowledge, which requires children to communicate with their peers. At the same time, if children can't get along well with their peers and are not accepted by others, they will also be afraid of going to school.
(3) Physically prepared children generally feel tired and sleepy after attending primary school, which is due to their increased mental activity and increased oxygen consumption in the brain. Therefore, children who have just entered school are prone to illness. Therefore, children should have a healthy and strong body, strong adaptability and ability to resist diseases. In addition, children should also have strong muscle control ability. If this aspect is not well developed, children's hand-to-pen control ability will be poor.
(D) Self-service ability
After children enter school, they have to take care of themselves in many things, such as walking to school, tying their shoelaces, holding umbrellas when it rains, sharpening pencils, carrying schoolbags, preparing schoolbags according to the curriculum arrangement, knowing to take off one dress in hot weather and wearing more clothes in cold weather, all of which require children to have the ability of self-service.
In addition, children should be able to hold the pen in the right way, sit correctly, read correctly and know the number of pages before entering school.
The cultivation of these abilities requires our kindergarten teachers to educate children reasonably and scientifically in various ways, instead of rushing for success, we should step by step, vary from person to person, and constantly give correct encouragement and guidance to individual children. We should constantly strengthen the review of what children have learned, because children are characterized by remembering quickly and forgetting quickly, which requires our kindergarten teachers to be meticulous and patient and understand children's childlike innocence.
To sum up, preschool preparation for children is a very complicated and long-term work, which requires preschool teachers to have a clear sense of goal and preparation, and prepare for children's enrollment in time, so that children can spend the uncomfortable stage of entering primary school happily and smoothly, and grow up healthily and happily in primary school.
5. Introduction to childlike innocence.
Personalized language teaching and Chinese character teaching are carried out with the theme of painting scenes created by children themselves; Painting and language are the most important ways to respond to children's childlike innocence. Through these two forms, parents and teachers are guided to enter the world of childlike innocence, personalized counseling is implemented, good habits are cultivated, and the interaction of family education is realized.
The language course of children's heart painting is a course to enrich children's emotions, promote children's thinking development, enhance self-confidence, enhance communication, cultivate personality and good habits, and develop children's potential.
6. No, primary school is a period when children are childlike. Specialized courses will make children lose their childlike innocence and only imprison their minds.
Let children choose their own professional courses! Let them learn and progress in happiness! Childishness is still there.
7. What about the education of childlike innocence and virtue?
When choosing a major, we should avoid several blind spots. First, don't cluster hot majors. Second, we should recognize the major itself, know what the chosen major does, what courses are available, and also know the future development. Third, don't neglect your own potential. How do you know you can't do it unless you try?
8. Curriculum development background of childlike innocence painting language
Experts from the research group "Drawing on the Theory of Multiple Intelligences to Develop Children's Potential" summarized the achievements of children's art teaching and research in Beijing during the Ninth Five-Year Plan and the Tenth Five-Year Plan, which was planned and distributed by Jincheng Education and Youth Science and Technology Development Center in Beijing.
9. What about Beijing Tongxin Relay Education Technology Co., Ltd.?
Brief introduction: Beijing Tongxin Relay Education Technology Co., Ltd. is a professional organization focusing on creativity education for children and adolescents aged 4- 17. Its "Architectural Fun Workshop" architectural amusement courses and theme activities gather professional architects and children's education experts, and take all-inclusive architecture as the medium and carrier, providing children and adolescents aged 4- 17 with not only general education, but also the comprehensive activation of observation, imagination, creativity, aesthetic ability and practical ability. Courses arouse their observation, perception and understanding of themselves and even social life, cultivate and train children's creative thinking, and promote the formation of personality. In the course, play and study are naturally intertwined. Improve your innovation ability and communication and cooperation ability imperceptibly in happiness.
Legal Representative: Su Zhe.
Establishment time: 20 17-09- 18.
Registered capital: 654.38 million yuan.
Industrial and commercial registration number:110105024138846.
Enterprise type: limited liability company (natural person investment or holding)
Company Address: Room 208, Floor 2, Building 20, Tianshui Xiyuan, Chaoyang District, Beijing