First, consolidate students' basic knowledge.
Chinese is really an aesthetic subject, and every word, sentence and narrative will reflect the light of human nature. Especially China's Chinese characters, it seems that every word has an interesting story. The more we learn, the more complicated our knowledge is, and our students are suddenly unstable.
A good cultural background requires a solid basic knowledge of Chinese, so I always pay attention to students' mastery of basic knowledge in my work. I fully prepare lessons before class, actively read relevant materials and make reasonable presuppositions. What knowledge the whole class must master, and what parts are mastered by top students and understood by poor students. What kind of exercises can cover the teaching focus of this class, and what kind of exercises should be designed if they are launched on the one hand. By default, around the classroom, students' learning situation can be understood through questioning, nomination board performance and patrol inspection. These are all things I have to think about before class.
When you find a problem in class, you should solve it in class. If you can't solve it in class, you must take time to solve it after class. Review students' homework carefully after class, and communicate or design practice classes individually or collectively according to homework feedback, and never leave a dead end of knowledge.
When speaking and reading the text, we often constantly scrutinize and ponder a sentence in the article, and it is a pleasure to communicate with middle school students; In the teaching of new words, I adopt the principle of repetition, exploration and simplicity, that is, complex words are mainly explained, ordinary words are discussed by students, and simple words are studied by students themselves;
In homework design, I use the strategy that I practice in every class, that is, comparing pictophonetic characters and combining pictophonetic characters, guiding students to compare their studies and learn to draw inferences from others. On the basis of these three aspects, I will also make a phased summary with my classmates according to my study for a period of time. For example, in view of the large number of new words that students are easy to confuse in a certain period of time, we should carry out the Chinese exchange activities in the "Chinese character clinic" and organize the Chinese practice activities of "going its own way" in view of the large vocabulary in a certain period of time. Take children to learn step by step, they enjoy it, good study habits naturally form, and the basic knowledge is consolidated.
Second, highlight the tone and mood of students
Chinese is a mother tongue course, and the process of primary school students learning language is the process of cultivating and accumulating language sense. The basic feature of Chinese learning lies in practice. Students should be exposed to language materials more directly, especially through multi-form and multi-purpose reading, so that students can perceive and understand language phenomena, gain knowledge, experience emotions and understand the truth. This is the "foundation" of Chinese teaching and the "foundation" of Chinese classroom. The most distinctive design of this class is to take "reading" as the main line, leading and running through the whole class.
The teacher first models the text, then asks the students to "imagine themselves as a chicken" and read aloud, repeating the key sentences "The whole world is yellow" and "The world is so beautiful", and arranges the students to read aloud one by one along the natural paragraphs, choose their favorite paragraphs, and read aloud with appropriate expressions and actions ... By the end of class, the text seems to be memorized, and almost all the class can recite it.
Reading allows students to perceive vocabulary, appreciate the situation and appreciate life; Reading makes the words charming, the classroom smart, the students happy, and the drizzle is silent. This teaching arrangement highlights the taste of Chinese and returns to the essence of Chinese classroom.
Third, improve students' cultural literacy.
Chinese teachers are part of praising culture and building culture. I have always adhered to the belief of teaching children lifelong learning and walked with them. We are common learners in class, but I play a leading role. Learning the text is not our goal. A good article is just a platform. We will extend and expand the text, and sometimes PK our own articles and texts.
In actual teaching, I found that essays are short and casual, which is beneficial for students to express their true feelings; Writing techniques are also free and flexible, and relatively easy to master; When writing, it is sometimes necessary to quote classics, which is also conducive to expanding students' reading. I make full use of the opportunity of practicing writing on weekends to encourage students to write compositions frequently. After a certain period of training and guidance, students have accumulated writing materials, improved their interest in writing and greatly increased their enthusiasm for learning Chinese.
My specific methods are: strengthening extracurricular reading and combining reading with writing; Cooperate with teaching materials and practice while learning; Observe society and be close to life; Free play and rich association; Pay attention to evaluation and encourage in time.
For example, after learning Happy Football Match, students are guided to discover happiness in life, and there are imitations of literary works, such as Happy Green Field and Smiling Little World. Next to the theme of Bingxin unit, the students broke the conventional learning mode in class and combined with Chinese practice activities. They read Bing Xin, wrote Bing Xin and learned Bing Xin. One after another, "Grandma Bing Xin, I understand your mind ..." They jumped to the page, which was memorable and refreshing. Out of the classroom, we are also explorers of learning.
I like to put some favorite books everywhere in the classroom and read them anytime and anywhere. Students will also enjoy reading inadvertently. There will naturally be several extra-curricular books in the schoolbag, such as morning reading, afternoon reading, and even after school, students often read them with extra-curricular books. Lovely children not only like reading, but also form the habit of not reading. Looking at pleasing reading notes is really a pleasure. The improvement of our class's cultural accomplishment is also reflected in the tempering of calligraphy. Practice calligraphy with students in the second half of the semester, and practice copybooks for about ten minutes every day. This is not training, but a quiet bath of the mind.
Fourth, pay attention to the learning development of students with learning difficulties.
Educator Suhomlinski deeply admits: "In our creative education work, the work of' poor students' is one of the most difficult' hard bones', and no teacher does not think so." Students with learning difficulties are an indelible disease in every teacher's heart. Any good student can teach, but a really good teacher not only teaches excellent students, but also has the ability to challenge students with learning difficulties. I was deeply moved by the headmaster's proposal to advocate the true school motto. This semester, I conducted a research on the topic of "case study of transforming students with learning difficulties" in combination with the work of the class teacher, and applied this research to Chinese teaching. In class, I will pay special attention to students with learning difficulties. When preparing lessons for the second time,
Some questions will be carefully designed for students with learning difficulties to answer, and each class will deliberately guide students with learning difficulties to answer at least one question. After a semester, I found that these students were much more confident and improved. After class, give full play to the advantages of group pairing and help one to drive learning, which has a good effect.
According to the school-based homework design and the actual situation of our class, I made bold reforms in homework design. In terms of students with learning difficulties, I start from interest and simplicity, and guide students to study and train scientifically and step by step. After a semester of practice, I also found another educational group-parents. We should understand that parents are very supportive of our work, but they are not educational researchers. Make good use of this platform, the transformation of students with learning difficulties will be fruitful.
For example, home-school communication informs parents of their own learning situation, remedial measures, QQ group exchange learning strategies and parenting methods, class blogs to impart educational experience, successful cases and so on. How can teachers, peers and parents not promote the progress of students with learning difficulties? Just like not letting every soldier fall behind on the Long March, students, parents and I will join hands to hold every student who walks behind, come on and work hard.
Walking step by step, I explore with the children; Walking step by step, my students and I are making progress ... there is no gorgeous scenery or applause along the way, only a series of footprints are extending. It's actually a beautiful scenery, isn't it?