1 Establish the concept of Chinese, find the rules, and let students experience happiness in literacy.
In my opinion, a good class should be a student's "flushed face, bright eyes and quick mouth", which is a concrete manifestation of vitality. However, how to reflect it? The method is critical. For example, at the beginning of literacy teaching, I didn't just teach Chinese characters, but introduced the methods of creating Chinese characters (pictographic, cognitive and phonological) to students. After the students have mastered it, I will use the sound, form and meaning of words to teach. For example, teaching "morning, morning, spring, day and night" encourages students to explore their secrets, find their common ground, know that these words are all related to the sun "day", reveal the rules of word formation, cultivate literacy ability and experience the pleasure of literacy, so as to read happily, and then actively learn by analogy, so as to achieve the effect of giving inferences in learning.
When teaching hieroglyphs, such as fire, mountain, stone, wood, etc. Under the guidance of teachers, we can combine pictures with words, things with words, and know that words created by simulating things are hieroglyphics, so that students can learn the laws of memory, remember images from form to word and from word to form, and guide them to learn to read.
For the teaching of cognitive words, teachers can help students to reveal the word-formation characteristics of some cognitive words and compile some catchy children's songs, such as "Crooked, Swaying in the Sun, Three Flavors", so as to understand the word-formation rules of cognitive words and learn to teach themselves similar words.
Students can be organized to compare, distinguish and distinguish words with similar shapes and sounds, master similarities and differences, and memorize them skillfully and vividly. Such as "sun and eyes", "wood grain" and "he, she, it", can be deeply understood and consolidated through comparison. In teaching, I also encourage students to mobilize all positive factors, develop their thinking ability and imagination ability, and carry out independent innovation literacy. If you know the word "shadow", a classmate wrote a jingle and recited it: "The red sun hangs high, shines in Beijing, and throws three volumes, which is its shadow." Knowing the word "bear", students make up stories to help them remember: "A black bear can do the word" can ",and its four claws are at the end of four o'clock."
In the teaching of pictophonetic characters, students are more interested. They learned to remember new words with pictophonetic and phonological words. For example, "Qing" students will say that this "Qing" refers to water, so there are three points of water, so reading "Qing" is because there are blue words. This not only grasps the pronunciation, but also distinguishes homonyms. Understand the meaning of words.
2 Create a platform, read in advance, and let students experience success in reading.
Six-year-olds enter primary school. They are like tender teeth, and need the care, care and guidance of adults. As far as literacy is concerned, to be honest, if I have to remember seven or eight new words in a class, I will also have difficulty. What shall we do? I think of my parents and preview. Preview is a good learning method. After the students learn Chinese Pinyin, I arrange a preview task for them every day. As far as possible, parents should be actively involved and fully mobilized. Carry out the activity of 15 minutes "Parents accompany me to read every day" every day in the family, so that literacy reading can be developed in every family, and children can gradually develop the good habit of being studious and diligent with their parents. This practice has played a multiplier role in the new classroom.
Sticking to "teaching with textbooks, not teaching textbooks" and fully developing and utilizing curriculum resources are the basic skills for teachers to implement new curriculum teaching. In the new classroom teaching, I not only guide students to make full use of textbooks to learn knowledge, but also guide students to use educational resources outside textbooks to read, adhere to the concept of Chinese education, break through the closed classroom and single textbooks in the past, let children enter life and society, and let students read under the unique conditions of their mother tongue. For example, I ask students to make a "literacy paradise" from their notebooks, encourage students to know people around them in life, such as various trademarks, plaques, billboards and newspapers, and stick the words that can be cut on the "literacy paradise" as much as possible. Show students opportunities for communication in Chinese class every day, and carry out a meaningful "1 minute literacy challenge" before class, so that students can increase their interest in literacy through self-achievement and mutual encouragement, enhance their interest in literacy, actively learn to read, and turn literacy into happiness.
Create a situation with the help of courseware to explore the difficulties and key points of the text.
Most junior students mainly think in images, but there are many situations in the experimental textbooks that cannot be directly entered. I will use courseware to demonstrate the abstract into concrete, so that students can feel it personally and break through the key teaching difficulties. For example, the lesson "Little Squirrel Looking for Peanuts" did not directly tell students where the peanuts went at the end of the article. Some students said "it was picked by the mole", while others said "it was picked by other small animals" and so on. Just when the students were at a loss, I demonstrated with courseware to help them understand that peanuts originally grew in the ground. Who didn't take it? Students will suddenly understand the difficulty of learning. Then I asked the students to try to make up the ending of the story. Ask the students to remove this link and rearrange the content of the text. This kind of training can not only break through the teaching difficulties, but also create great opportunities for students to speak, let each student speak, listen and comment, and improve each student's language expression ability.
4. Guide imagination and mobilize innovation
Imagination is the wing of innovation. Einstein said: "Imagination is more important than knowledge. Because knowledge is limited, and imagination summarizes everything in the world and promotes social progress. " Therefore, students should be encouraged to expand their imagination in Chinese teaching, which is an important means to cultivate students' innovative ability. For example, in the lesson "Little Bear Living in a Cave", what the small animals will say and write is not written at the end of the text, so I asked the students to imagine adding different endings at the end of the text to let the children get the joy of success. This not only exercises students' imagination, but also cultivates students' innovative thinking ability.
The new curriculum needs new classrooms, and new classrooms need new teaching methods. As long as we adopt various methods and channels and establish the concept of Chinese education, we can cultivate students' interest in learning Chinese from an early age, and students will consciously combine in-class and extracurricular activities, seize every opportunity to learn Chinese in life, achieve better Chinese learning goals, learn Chinese well, promote students' understanding and application ability of Chinese, and improve students' humanistic quality.
The new curriculum reform puts forward clear requirements for primary school Chinese. In primary school Chinese teaching classroom, we should pursue independent innovation and free cooperation, so that students can get all-round development. Many teachers will also be influenced by the viewpoints and modes of education and teaching in the past. In the classroom process of education and teaching, they only pay attention to the cultivation of students' knowledge and ability, thus ignoring students' autonomous learning ability in the classroom process. In the teaching class, only the teacher speaks above and the students listen below, forming a one-man show scene. This is not conducive to the development of students' abilities in all aspects, but also limits students' abilities in all aspects, so that students' comprehensive abilities can not be well developed, so that teachers will not let students use effective resources to let students learn independently. Then, in the process of Chinese teaching in primary schools, how can teachers innovate the teaching classroom?
First, let students understand the importance of autonomous learning.
In primary school Chinese teaching class, it is a paradise for students to develop their study habits. As long as students form good study habits, they will benefit from their future study for life. The formation of habits is based on interest, so teachers should create teaching classrooms that students are interested in. For example, teachers can apply things or games that students are interested in to the teaching classroom to stimulate students' interest in learning, and students will naturally enter the Chinese teaching classroom driven by fun. In the process of Chinese teaching, no matter whether students have learned knowledge, whether students' ability has been cultivated, whether students' emotions have been improved, and whether students' comprehensive quality has been improved, these are all obtained by students' independent learning, and no one can replace them. Therefore, Chinese teachers need to participate in students' learning with different identities in the teaching process, give students some guidance in learning, let students explore the mysteries of learning by themselves, and let students learn to discover, explore and solve problems through autonomous learning. On the basis of autonomous learning, students also learned to cooperate with their classmates. In the process of cooperative learning, students know how to share their own learning experience and dare to express different views and opinions, which greatly stimulates the cultivation of students' various abilities.
Second, teachers should respect students' personality differences.
In the process of learning, every student has the development of personality, and teachers should also see the differences between students. Therefore, teachers should respect the individual differences of each student and make these differences develop better. Teachers should also let every student have room to play their strengths and advantages in the teaching classroom. Teachers can let students choose their own learning methods according to their own characteristics, and they can also make different learning plans and learning contents for themselves. For example, junior students can decide for themselves how many new words they want to learn in a week, or how they think they can recite and memorize these ancient poems. Teachers' methods are not suitable for all students, so students should choose their own learning methods to achieve the effect that students are the masters of learning.
Third, teachers should innovate their own teaching methods.
As a primary school Chinese teacher, if students want to actively participate in the teaching classroom and master the learning methods of autonomous learning and cooperative learning, teachers need to communicate with students more and draw closer the relationship between teachers and students. Give full play to the fact that students are the masters of learning in the teaching class. Absence in the teaching class is forcing students to accept knowledge. Teachers should make good use of their identity, create a good learning atmosphere for students, create many teaching activities and stimulate students' interest. In Chinese teaching class, it is relatively open, but some teachers will impose their own teaching ideas and learning methods on students, so that students are really forced to accept knowledge, which is not good for students, and students can easily forget what they are forced to learn. Teachers need to change the previous teaching methods in the teaching process. Teachers can use novel teaching methods to quickly attract students' attention and let students actively participate in teaching during class. As long as students are willing to study, it is a good thing, and it will also strengthen the memory of knowledge in students' minds. In the process of classroom teaching, teachers can also use the two places to enter students' learning at the same time, so as to gain a deeper understanding of students' backward knowledge points, so that teachers can consolidate for students. In addition, when students face some difficult problems, teachers can't help them solve them, but give them ways to explore themselves. When there are many ideas on a question, the teacher just points out the maze and lets the students get rid of their dependence on the teacher slowly. Therefore, teachers are the organizers of students' learning process and need to create a good learning atmosphere and classroom teaching activities for students.
Fourth, teachers should give more encouragement to students in teaching.
As mentioned above, to respect students' individual differences, teachers need to pay attention to students' individual differences, constantly encourage the development of students' individual differences, and let students get good development. Teachers' proper use of encouragement methods in teaching classes is very helpful to stimulate students' interest in learning and can also stimulate students' interest in learning. Teachers should ask questions and encourage students according to their own characteristics, rather than using a unified way of asking questions and encouraging them, so that students will not be interested and teachers can let students evaluate each other. Students may have multiple solutions to the same problem. At this time, teachers should encourage students, teach them to consider problems from many aspects, and promote the development of students' thinking ability. Therefore, teachers' encouragement and mutual evaluation between students are very helpful to students' learning, which helps students know how to evaluate a person, and also greatly enhances students' love for the teaching classroom and improves the efficiency of the teaching classroom.
In short, the primary school Chinese teaching classroom under the new curriculum standard needs teachers to create a good teaching atmosphere for students, let students actively participate in learning, learn to use a variety of learning methods to learn, let students get all-round development, and promote the development of students' comprehensive quality.
The traditional teaching methods in China are mostly "spoon-feeding" teaching. Recognizing the disadvantages of this method, China began to actively implement the new curriculum reform policy, trying to change "I want to learn" into "I want to learn". However, there are still some problems in classroom practice teaching. In primary school Chinese class, students lack passion or even indifference, so it is necessary for us to improve some teaching methods in time.
First, the problems in the innovation of Chinese teaching methods in primary schools
1, ignoring theme features
Many Chinese teachers analyze Chinese texts thoroughly and explain them carefully in the process of preparing lessons, from new words to rhetorical devices to article segmentation. But at the same time, many Chinese teachers have a narrow understanding of Chinese teaching. They just try their best to explain the contents of the book and fail to get out of the book and establish a big Chinese view. Some teachers expand the Chinese class infinitely, trying to broaden students' horizons, but they don't grasp the degree and turn the Chinese class into a hodgepodge.
2. Pay more attention to form than actual effect
Many primary school Chinese teachers actively innovate classroom teaching methods in their daily teaching, and various ways emerge one after another, and the teaching forms are even more varied. In many open Chinese teaching classes, it is not difficult to find that many innovative ways adopted by teachers are carried out from the perspective of teachers, and the purpose orientation is very clear, which is completely around the needs of the classroom. Just to achieve a new goal for the teachers in class, the actual teaching effect is not ideal, and it is inevitable that there is a suspicion of "emphasizing form over effectiveness". For example, a series of innovative game practices, such as crossword puzzles, you performing I guess words, online games and so on, are really innovative and really enliven the classroom atmosphere. But after careful consideration, it is not difficult to find that small class teaching does have certain effects. However, for more classes, only a few active students participate in the game, and most other students are listeners.
3. The teaching method is single, and students lack initiative.
Under the pressure of enrollment rate, the primary school classroom in China is also deeply influenced by it. Cramming education is very popular, and results-oriented utilitarian teaching methods abound. In class, it is often the teacher who takes the lead, while the students just attend the class in a reactive way, and finally mechanically memorize what they have learned. There is little interaction between teachers and students, and teachers are too dominant in the interaction, which suppresses the enthusiasm of students. Many teachers use similar questions such as "yes" and "good" in the questioning session in class, and there is no room for students to think at all. This kind of interaction has no substantial benefit to the growth of students' knowledge, especially to the cultivation of students' ability.
Second, the innovation of Chinese teaching methods in primary schools
Chinese in primary schools plays an important role in students' basic learning. With the continuous development of the times and the explosion of knowledge, Chinese teaching in primary schools should also keep pace with the times and make continuous innovation and progress. When innovating, we can't just focus on the novelty of form, design some empty teaching methods that have no practical significance for students' learning, nor can we innovate without the original purpose of Chinese teaching. Chinese teachers in primary schools should improve their teaching ability, choose classroom methods according to their learning contents, actively create an interactive and democratic classroom atmosphere, be pragmatic, be conscientious and indifferent to fame and fortune, truly realize the innovation of teaching methods and truly reap the fruitful results of first-line Chinese teaching.
1, improve teachers' teaching ability
2 1 century is an information age, and the traditional teaching methods can no longer satisfy the curiosity of modern students. At the same time, teaching methods should be further innovated, and the main body of teaching must be teachers. The improvement of teachers' ability plays a vital role in the innovation of the whole teaching classroom.
(1) has profound professional knowledge and educational theory.
As a teacher of Chinese teaching in modern primary schools, he should have profound professional knowledge, which is the necessary foundation of Chinese teaching. Only when his professional knowledge is solid enough can he become proficient in practical teaching. Moreover, Chinese teachers in primary schools should also be familiar with educational theory, which is summed up by many predecessors' teaching classes and is bound to be reasonable. If you don't master the educational theory, classroom teaching will be blind, random and even very wrong. Use the corresponding theory and practical experience in classroom teaching, and gradually summarize the teaching methods and theories that are more suitable for you.
(2) Have rich relevant knowledge and skilled technology.
Chinese teachers in primary schools must have extensive knowledge, rich scientific knowledge, humanistic knowledge and modern educational technology knowledge. On the one hand, many disciplines in the school are not isolated, but interrelated and complementary. Moreover, Chinese is a very basic subject, which is the basis for understanding a lot of other knowledge. Therefore, we can learn from others in Chinese teaching, which greatly enriches the Chinese classroom of primary school students and attracts students' attention. On the other hand, today's primary school students grow up with electronic products, and they will be more inclined to accept information-based teaching methods. This requires teachers to make full use of all kinds of classroom equipment under the development of modern science and technology, and make use of pictures, words, sounds and images in modern teaching methods to make students have a more vivid understanding of what they have learned and improve classroom novelty and teaching efficiency.
2. Create an interactive democratic classroom.
In classroom teaching, teachers are people who impart knowledge and students are people who learn knowledge. Teachers should fully realize the importance of students in the classroom, change the previous spoon-feeding teaching, give full play to students' initiative in the classroom, and create an interactive and democratic classroom for students. Primary school is a period in which students have rich imagination and extremely active thinking, but it is also a stage in which students are seriously influenced by teachers. Therefore, it is very important to create a democratic and relaxed atmosphere in primary school Chinese class, give full play to each student's original imagination and creativity, and not suppress students' nature.
Teachers must clearly form an equal way of dialogue in daily classroom teaching. Give students a full display of their own space and promote their positive thinking. Especially for a divergent subject like Chinese, there are no unique answers to many questions. Teachers should make full use of the characteristics of the subject and give students enough opportunities to show, so as to understand the characteristics of each student, teach students in accordance with their aptitude and achieve better teaching results.
3. Choose the classroom method according to the learning content.
As a Chinese teacher in primary schools, we should fully realize the uniqueness of this subject, establish the concept of "big Chinese", link what we have learned in Chinese textbooks with real life in classroom teaching, and also involve other disciplines, society and many other aspects, so as to make the knowledge of closed Chinese textbooks come out and integrate and enrich the content of Chinese classroom. At the same time, combined with the characteristics of listening, speaking, reading and writing in Chinese classroom, different teaching methods are adopted for different learning contents to create some opportunities for students to show and learn. Adopting a variety of teaching methods is conducive to the improvement of teaching content, and it is also convenient for students to accept, and it is not easy for them to feel tired of learning.
For example, when learning new words in Chinese books, patiently teach the structure of each word. Many Chinese characters are hieroglyphs. Detailed explanation is beneficial to students' memory and can arouse students' interest, thus achieving a more solid memory effect; When learning word formation, you can organize competitions, games and other activities to fully mobilize the enthusiasm of each student and make each student willing to learn and express; When learning the text in the book, you can try to let the students express their ideas first. "There are a thousand Hamlets in the eyes of a thousand readers." Don't solidify the students' way of thinking at the beginning of learning articles, so that the whole class is the same. Strive to stimulate students' enthusiasm for learning Chinese, provide conditions for students to innovate, and insert innovative wings to soar in the world of Chinese.
In addition, Chinese teachers in primary schools can make full use of the characteristics of Chinese subjects, let students make blackboard newspapers in turn, and carry out various knowledge competitions in the class to broaden students' horizons and fully discover the strengths and highlights of each student. Cultivate students' all-round quality in colorful extracurricular activities.
As the saying goes: teaching has the law, teaching can't, the beauty lies in inspiration, and the emphasis is on getting the law. No teaching method is completely suitable for any students and classrooms, but under the development of the new era, our extremely basic Chinese classroom teaching in primary schools needs innovation to meet the needs of modern students' development. I believe that if we actively improve on the basis of fully understanding the existing problems, Chinese classroom teaching in primary schools will certainly become a vast world for cultivating students' innovative spirit and comprehensive quality.
References:
[1] Pu Kun. Reflections on the innovation of Chinese teaching in primary schools [J]. Journal of Jiangsu Institute of Education (Social Science Edition), 20 1 1(05).
[2] Zhu Xilan, Zhang Yanshun. Reflections on the characteristics of Chinese teaching in primary schools [J]. After-school education in China, 20 13.
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