Whether in school or in society, everyone knows something about composition, right? Essay is actually the idea of some events in daily life, which is captured in time and recorded at will. Do you know what kind of prose is praised by everyone? The following is my collection of essays on primary school teachers' reading teaching for your reference only. Welcome to reading.
Essay on Reading Teaching for Primary School Teachers 1 Abstract French thinker Rousseau said: "The art of education lies in making people like what you teach." What is "teaching what"? The author's understanding is the teaching content. Regarding the important position of teaching content, Professor Wang Rongsheng thinks: "In our opinion, the main sign of a good Chinese class is that the teaching content is correct and students can effectively gain corresponding experience …" and puts forward the 9-level standard of "good class". On the basis of Professor Wang's grinding jade, the author found a new way, put forward the 7-level standard of "good class", and made a concrete observation on the classroom combined with class examples.
Keywords: teaching content: Wang Rongsheng Chinese standard observation class.
Introduction ── Stones from other mountains can attack jade.
Rousseau, a French thinker, said, "The art of education lies in making people like what you teach." What is "teaching what"? The author's understanding is the teaching content. Regarding the important position of teaching content, Professor Wang Rongsheng made this statement in the book Listening to Professor Wang Rongsheng's Evaluation: "In our opinion, the main sign of a good Chinese class is that the teaching content is correct and students can effectively gain corresponding experience. Under this premise, it is normal and harmless for the classroom organization to be a little sloppy and take some detours in teaching. The classroom form of Chinese teaching should be relatively relaxed, even controlled. An overly exquisite Chinese class pays attention to the' flow' of minutes and seconds. The teacher is lyrical and lyrical, which is more like a performance than a performance. Perhaps it should be regarded as a changed Chinese class. "
On this basis, Professor Wang put forward the 9-level standard of "good Chinese class" in his works: (1) Teachers are conscious of what they teach; (2) teaching the content of "Chinese"; (3) The teaching content is relatively concentrated; (4) The teaching content conforms to the normal state of listening, speaking, reading and writing; (5) The teaching content is consistent with academic knowledge; (6) What I want to teach is consistent with what I am actually teaching; (7) The contents of teaching and learning tend to be consistent; (8) The teaching content is consistent with the goal of Chinese course; (9) The teaching content meets the actual needs of students.
It is true that in the colorful field of Chinese teaching, we see too much formalism and seem to lack an ultimate inquiry into the root of Chinese. As everyone knows, Chinese mother tongue is divorced from "language", and it is futile to be wonderful. But after careful reflection on Professor Wang's Grade 9 standard, I think there are three shortcomings:
First, there is duplication between the first level and the second level. If a teacher "teaches the content of Chinese" in class, then the teacher must "teach something consciously". Therefore, the author thinks that the first level can be removed.
Second, compared with the fifth level, the fourth level points to the root of Chinese. When the Chinese teaching content chosen by teachers is consistent with academic understanding, the teaching content is no longer abnormal. Who can say that it will be abnormal to follow the general understanding of various styles in academic circles? If we say so, it is that the academic understanding is abnormal, or that teachers' understanding of the academic community is not clear. Therefore, I think the fourth level can be omitted.
Third, the seventh level points to the teaching method rather than the teaching content. Why do you say that? Because the choice of teaching content is in line with the actual needs of students, but how much students learn after class depends on whether the teacher's method is appropriate, and the seven-level intervention seems to have a sense of otherness.
In addition, as an independent part of classroom teaching, teachers have unique teaching personality, which is also one of the main criteria to determine whether the teaching content of a class can be effectively implemented. Therefore, the author thinks that the effectiveness of Chinese classroom should have seven standards from the teaching content (six of the nine standards put forward by Professor Wang+the integration of teaching content and teachers' personality).
Second, argument-personal path.
The significance of the standard lies in measuring, and the significance of the seven-level standard also lies in measuring the pros and cons of a language class. So, how to measure a Chinese class with the seven-level standard? But in Professor Wang's book, "what you want is what you want", but it is always "what you want". "Think about it from beginning to end." To this end, the author talks about some personal humble opinions with his own thinking and lessons around him, in order to attract jade.
1. teaches the content of "Chinese"
As for the definition of language, Mr. Ye Shengtao explained: "Chinese is a language ... English is spoken and Chinese is written. Combining spoken and written language is called language. " [3] Based on this consensus, Mr. Hong also stressed: "The task of Chinese teaching should be to organize and guide students to learn a language." The predecessors' remarks not only corrected the "name" for Chinese, that is, taught the content of Chinese; At the same time, it also points out the direction for the current Chinese teaching, that is, the essence of Chinese teaching is to point to language, and Chinese class should let students acquire language.
Take the Young Son taught by a teacher as an example. In class, the teacher divides the teaching content into six parts. The first section acts as a translator and guesses classical Chinese vocabulary, that is, let students guess classical Chinese vocabulary according to the vernacular spoken by the teacher. In the second section, imitate the old saying and introduce yourself, that is, ask students to imitate the format of "Young's Son" and introduce themselves. The third section, understanding words and reading ancient prose, is to guide students to read fluent ancient prose through many attempts (refer to comments, read freely-read by name-guide to understand the meaning of difficult words, mark sentence symbols-read by example-read by name-read synchronously). The fourth section arranges understanding and story telling, which requires students to tell stories in vernacular, and deepen the meaning of difficult words again. The fifth board goes deep into the text, tastes the language, and guides the students to grasp the key words and savor them carefully, so as to realize the cleverness of Yang's children and guide the students to read aloud in roles and performances at random. The sixth section supplements the script and internalizes the language, that is, let the students choose a version to supplement the lines of the incomplete classical Chinese version or vernacular version of The Younger Son and play with their deskmates.
Looking at the teaching contents of the above six sections, it is not difficult to find that this teacher has been organizing and guiding students to learn Chinese from beginning to end, from letting students guess the words in classical Chinese to knowing ancient Chinese, from imitating ancient Chinese to introducing themselves to touching ancient Chinese at close range, leading students to have a dialogue with ancient Chinese by understanding words and reading ancient Chinese, sorting out and understanding narrative stories, deeply savoring the language, realizing the beauty of ancient Chinese, and finally completing the script to internalize the language to lead students to apply what they have learned. Therefore, the author thinks that what the teacher teaches is the content of "Chinese".
2. The teaching content is relatively concentrated.
As the old saying goes, "The road leads to simplicity." It means that the reason is extremely simple, as simple as one or two sentences. So is the choice of teaching content. In the world of Chinese, what we have to do is to polish our eyes, go through the misty forest, reach the root of Chinese, and extract "core knowledge" and "simple teaching Chinese" related to students' lifelong use.
Take "The Young Son" taught by a previous teacher as an example. The teaching content design of six sections in the classroom (such as translation, guessing classical Chinese vocabulary-imitating ancient sayings, introducing yourself-understanding words and reading ancient Chinese-sorting out understanding and telling stories-going deep into the text, tasting language-supplementing scripts and internalizing language) shows the teacher's ingenuity. The six sections are step by step, and finally point to a teaching content, which is to guide students to learn and use ancient Chinese. But unfortunately, the teacher seems to ignore the actual pressure of the students. This is the first time that students have come into contact with ancient Chinese in textbooks. The intensive training of teachers is probably very difficult for most students. Piaget believes that the process of children's knowledge construction is generally divided into four stages: taking, releasing, saving and releasing. Therefore, the author believes that due to the limitation of psychological age, when students' minds are loaded with a lot of new knowledge in a short time, they will lose sight of one thing and lose sight of another when they save it, so that most of the extracted knowledge is incomplete. In the long run, students' ability to construct knowledge will be weakened.
3. The teaching content is consistent with academic understanding.
Texts account for nearly 80% of the primary school Chinese textbooks published by People's Education Press. In order to distinguish these articles with different genres and styles, the academic circles have carefully distinguished their characteristics and formed a conventional understanding. This requires us to continue professional teaching through the Chinese knowledge we have learned in academic circles, instead of teaching every article in the same way or in a way contrary to academic understanding.
Take The Younger Son as an example. In the classroom, teachers follow the basic road of reading teaching from guessing classical Chinese vocabulary, explaining reading topics, reading through the text, tasting language to internalizing language. However, in the two links of "internalizing language", the author thinks that the teacher's handling of teaching content and academic understanding are biased. In order to guide students' creation with demonstration, the teacher created the first two lines of the script, in which the lines of ancient Chinese are as follows:
Xiao Yang (making tea for Confucius): "These are peaches, pipa and bayberry, all of which are fresh and sweet. Please enjoy your meal, master. "
Junping Kong (stands up and points to Yangmei with a smile): Thank you, my dear nephew. Oh, Yangmei, this is royal fruit.
Regardless of whether Xiao Yang told Kong Junping, a learned elder, that it was a peach, a pipa and a waxberry, just like entertaining a three-year-old child. However, the ancient prose written by Shawn looks like the semi-ancient and semi-white vernacular prose of the May 4th Movement, instead of the classical classical classical Chinese of the Southern and Northern Dynasties, which is over 1500 years old. It always feels out of place with the original text. In this regard, this kind of teaching content is not consistent with the academic understanding of classical Chinese. The author believes that if it is difficult for our teachers to give students standardized texts, it is better not to mislead students' understanding of classical Chinese.
Essays on reading teaching for primary school teachers 2 Usually in kindergarten, we often educate children to help each other, unite and be friendly. We are brothers and sisters in the big class, so we should take the initiative to care for our brothers and sisters in the small class and the middle class. When others are in trouble, we should care about them and help them. Children should care for each other, but few children really do this. There is such a small thing, but it has changed my view of children.
One day after breakfast, I was cleaning the yard when I suddenly heard the cry of "whoops". I followed the crying and let me see such a scene: a child was crying while walking, B was gently helping her walk, and C said, "Oh, how exquisite!" " B said angrily, "She is ill. How can you do this? " ! We should care about her. The teacher told us to care about each other. Are you happy that nobody cares about you when you are sick? "I am very happy after listening to the children's conversation. I immediately ran over and asked A why she was crying. After A came to kindergarten, she suddenly felt a stomachache and began to cry. I'll take her to the clinic right away. The doctor said that she was out of breath and would be all right soon.
After sending her back, the children immediately gathered around and asked, "Teacher, what's wrong with A? How about a? " Looking at the anxious look of the child, I said, "Son, A is fine. She is out of breath. On this day, the children did a good job. They could understand and care about their companions. Very good. " And emphatically praised the child B, let other children learn from her.
From this incident, I think that it is not necessarily effective to patiently tell children the truth of caring for their peers at ordinary times, but children who really understand will put it into action and do it, and at the same time, they can tell others what they know and the truth. This is also the educational effect that we should get as teachers.
Elementary school teachers' reading teaching essay 3 Eating has been used as a routine to educate children: don't talk while eating, keep your eyes on your own food, and don't leave any food ... This series of "rules" is on your lips every day, endless, but the effect is not obvious. Whether to keep the food or not, whether to say it or not, sometimes the day suddenly takes a turn for the better after eating a meal for more than half an hour.
Before eating this day, I told a story of "eat first". Just before eating, Qiang Qiang said loudly, "Teacher, let's race to see who will eat first!" " The children who deal with "good" are very excited. I took the opportunity to say, "Yes, yes, we should not only eat first, but also compare with whose desktop and bowl are cleanest and who eats without talking." "ok!" Everyone said in unison, and a game of avoiding strangers began. Through the competition, everyone agreed that the red boy won the first prize.
All day, the children were fascinated by this game. I see, simple preaching can't solve the problem. We should conform to children's interests, find their excitement and understand their physical and mental development. Holding a few small competitions occasionally can achieve the expected effect of education better than general preaching.
Elementary school teachers' reading teaching essay 4 "Teacher, Rui Rui has fingers at home again, and I can't help it." When I walked into the park this morning, Rui Rui's mother said to me sadly. Rui Rui is the youngest child in our class. He was less than two and a half years old when he entered the park. Although he is smart in class and everyone likes him very much, he has a bad habit of having fingers, which is very troublesome. At home, Rui Rui's parents tried their best, but it was useless. Rui Rui has been in the park for almost two months. If he doesn't get rid of the habit of holding his fingers, it will have a great impact on his health in the future. Therefore, I must help Rui Rui get rid of this bad habit.
What can I do to make Rui Rui finger-free? What a coincidence! There is an activity of "knowing little hands" at noon today. I draw five kinds of feelings on each child's fingers and give them names, so that they can become good friends with finger dolls. We should love them, don't bite them, don't tolerate them, so the finger doll will be uncomfortable. After that, I inspired the children to say what skills finger dolls have. The children scrambled to answer many questions. Of course, Rui Rui also answered questions very actively. Taking this opportunity, I later asked, "The finger doll has done so many things, so dirty?" At this moment, we will understand it through observation under the microscope. "After observation, the children found that there are many bacteria hidden under the nails that we can't see with the naked eye. I'm telling you, if these bacteria are eaten in your mouth, they will get sick. So be sure to give the finger doll a bath in time and be a good boy who pays attention to hygiene. Since then, I have carefully observed some changes in Rui Rui and encouraged him in time. A week later, Rui Rui gradually got rid of the habit of shaking hands and fingers.
Ping Liu is the "little princess" in our class. She is not only clean and beautiful, but also smart and sensible, and is deeply loved by teachers. The exception is that she has a doll's hair. Whenever I see her hair in a mess, I comb it and tie it in a nice braid. She seems to know very well that this is the teacher's preference for him and always follows me around.
I saw Ningning's hair unkempt this morning and didn't comb it. I called her and asked, "Why don't you comb your hair?" Ningning said, "Teacher, I didn't comb it on purpose, so I asked you to help me comb it. Why do you only comb Ping Liu's braid every time? " For a moment, I didn't know what to say.
I suddenly realized that I had made a mistake unintentionally. Although it is a trivial matter to comb my hair, it has caused a sense of inequality in the children's hearts, which is not good for anyone.
I remember several times in class, Ningning was pulling her hair, and I criticized him, but he was indifferent. If this is my initiative to comb her hair, it will not only meet the child's psychological needs, but also will not cause a shadow to the child. Our goal is to make flowers and plants warm by sunshine. Did we do it?