Teaching details can be made. On the surface, some details are obtained by hand and improvisation, but in essence they are ingenious and deliberately arranged. Behind it is an idea, which is the embodiment of thought. Although we can't predict what the class will produce, at least we can preset some details and some wonderful things.
I think the details of teaching design are due to the profound understanding and grasp of teaching materials, students and environment, as well as the effective combination and utilization of various teaching resources. Not a superficial "show"; It is not a "work for the occasion" designed for the deliberate pursuit of "bright spots"; It is not impossible or unnecessary to mystify it. It is a natural and ingenious situation creation after a deep understanding and grasp of the text.
With the implementation of the new curriculum reform, our teachers should change their roles in the classroom, so that students can become the masters of the classroom. Teachers should also actively guide them to create a situation in which students can discover, explore and solve problems, fully mobilize the enthusiasm of students, let students ask questions actively, and give full play to their main role.
Teachers should also cultivate students' good study habits imperceptibly. Before the lecture, the teacher skillfully designs some questions, so that students can preview the text with questions, and at the same time take notes on unfamiliar words, sentences and things, so that students can really integrate into their studies. Of course, in order to make students really understand it, our teachers should create a good classroom atmosphere, build a democratic and equal management mechanism in classroom teaching, liberate the "indoctrination" teaching in children's minds, let students ask questions boldly, think positively and learn Chinese lessons in a relaxed and happy environment.
Reading is the main body of Chinese teaching, and the focus of reading teaching in primary schools is to cultivate the ability of feeling, understanding, accumulation and initial application. The focus of each year should be: to cultivate reading interest in the lower grades; Learn words by reading; Understand the meaning of keywords by reading aloud and using pictures; Accumulate words. In the middle grade, strengthen reading aloud; Practice silent reading; Learn to understand words, sentences and paragraphs in various ways; Grasp the main content of the text and experience thoughts and feelings; Learn to skim, have a rough idea; Experience the expression effect of words and understand some expression methods; Get into the habit of reading books and newspapers. Senior students can further improve the speed and quality of reading, understand the meaning, emotional color and expression effect of words and expressions; Try to figure out the narrative order of the article and understand the basic expressions; Learn to read articles in different styles, such as poems, narratives and expositions; Learn to browse, collect and process information as needed. Our teacher should take students to read, starting with extensive reading to understand the main idea of the article, and then going to intensive reading to solve students' problems in the process of reading, so that they can truly appreciate the beauty of language and how to express their inner world with the most appropriate sentences.
Innovation is the theme of the times. Teachers should stimulate students' innovative spirit and fully understand students' innovation, instead of treating students' new ideas with an adult's eyes and strangling people with innovative talents in the cradle. To cultivate students' innovative consciousness, we should also start with our classroom education. Teachers should adopt flexible and diverse teaching methods, encourage students to question, develop students' thinking of seeking differences, and train a group of innovative talents for the motherland. At the same time, when preparing lessons, teachers should not be eager to ask the teaching staff for advice, lack independent thinking, read the text, read it, enter the situation, forget themselves, immerse themselves in the artistic conception of the text, express their feelings, experience, appreciate, be intoxicated, share their joys and sorrows with the author, and get carried away. Only in this way can we have a new understanding in teaching, avoid the phenomenon of the same lecture content, and also play an exemplary role in cultivating students' innovative consciousness.
Chinese teaching in primary schools is very important. When teaching, teachers should also pay attention to their own standard Chinese pronunciation and create a good environment for children. Primary school is the most important stage for students to learn Chinese well. We should encourage students to watch more news, cartoons and children's programs so that they can learn standard Chinese pronunciation on TV programs. In addition, more poetry recitation competitions can be organized to make children fall in love with Chinese in activities. Teachers' blackboard writing should also use regular script and be neat, so as to be the leader of students' handwriting practice. Teachers should also evaluate students' performance. We can often see this phenomenon. Many teachers can't make proper evaluation in time in the face of students' enthusiasm in teaching, which leads to students' depression and even don't want to speak again.
Finally, we should fully trust students and establish a good teacher-student relationship with them. They are teachers and students, elders and juniors, and friends. Establishing a good relationship between teachers and students is the premise of improving the quality of school education. Good teacher-student relationship is the necessary guarantee for the effectiveness of education and teaching activities. From the teaching task, it is the relationship between responsibility and obligation, and from the interpersonal relationship, it is an equal relationship. Primary school Chinese is not only a basic subject in basic education, but also a subject full of emotion, great personality and easy to stimulate imagination and innovative thinking. The discovery of "details" often becomes a clever breakthrough point in our Chinese teaching; Grasping "details" often becomes a generative resource in teaching. Indeed, "a drop of water can reflect the brilliance of the sun", paying attention to every detail of children's behavior in class, scrutinizing every detail of teachers' guidance in teaching, and appreciating and pondering in the details can make the classroom full of charm.
Teaching details can be made. On the surface, some details are obtained by hand and improvisation, but in essence they are ingenious.
extreme
First, help students accumulate daily vocabulary and develop the habit of organizing language and keeping diaries.
Sufficient vocabulary can lay a solid foundation for writing, just like building a house, vocabulary is a brick. These words can only be accumulated by daily study and life, which is a slow process. In Chinese teaching in primary schools, students begin to accumulate vocabulary from grade one.
Reading and reciting some texts is a very simple and effective method. In addition, writing one or two sentences every day can eliminate the resistance in children's hearts. Over time, the vocabulary will gradually come up, and students will have confidence in writing.
In senior three, you can increase the accumulation of extra-curricular vocabulary, such as reciting and copying idioms and ancient poems on a regular basis. You can also organize students to share their recently extracted good words and sentences before class every day, and encourage them to make PPT slides in advance. This can exercise your various abilities.
In addition, idioms solitaire's games are also very suitable for senior students. At this time, students have a certain vocabulary, and idioms solitaire can make them increase their vocabulary accumulation more quickly in the atmosphere of happy competition. Keeping a diary can not only help students practice writing, but also be a good way to accumulate materials.
Composition teaching should be close to life, and writing comes from life. Students choose one or two things to write down every day, which is a kind of combing of their emotions and a kind of precipitation of their growth.
Second, the application of imitation teaching to enhance students' sense of accomplishment in writing
In the first and second grades of primary school, many students tend to read books with few words, such as comics, because of the limitation of literacy. Seeing the whole text, many primary school students can't help but be timid, let alone let them write. In order to eliminate this fear, teachers should make them realize that writing is just like speaking, and they can use imitation more.
Early students can imitate sentences. For example, many words have multiple meanings, so you can make different sentences independently. In this way, students can gradually realize the profoundness of China's language and characters in a small sense of accomplishment, and close the emotional distance with Chinese. In the next stage, teachers can encourage students to imitate and write some parallel sentences or small paragraphs, which will unconsciously improve students' ability of organizing language and writing.
It is also worth trying to write a "follow-up" for the text. Students' imagination is very rich, and because they all have their own subjective understanding of the world, teachers often marvel at "following the trend". Therefore, teachers should not be stingy with their praise. Giving them affirmation and encouragement is their reward.
Third, create a situational teaching environment to improve students' interest and enthusiasm in writing.
Situational teaching method refers to a teaching method in which teachers purposefully introduce or create vivid and concrete scenes with certain emotional colors and images as the main body in the teaching process, so as to arouse students' certain attitude experience, thus helping students understand the teaching materials and develop their psychological functions. The core of situational teaching method is to stimulate students' emotions.
Situational teaching can only influence students by further refining and processing society and life. Such as vivid language description, in-class games, role-playing, poetry reading, painting, gymnastics, music appreciation, tourism, etc., all contain teaching content in specific image situations, and there should be subtle hints.
Writing teaching in primary schools often begins with simple narratives, and many stories happen every day in life. How to record them? First, you need to choose the content of a story. Teachers can play an exemplary role first, tell students their own stories and give them some inspiration, such as writing a narrative on the topic of "Remember my first time …", and tell students about many of our first times first.
Teachers can use vivid language to describe, with rich expressions and appropriate body movements, lead students to the story situation we created, and then let students recall and feel their first time, and then write it out. Life is not a lack of beauty, but a lack of eyes to find beauty. It can be said that beauty is everywhere.
As a Chinese teacher, we must first have a pair of discerning eyes, discover beauty, convey beauty and be an example for students. Without the discovery and understanding of life, it is difficult to write a composition full of true feelings, without love and enthusiasm for life, and it is difficult to have much interest and enthusiasm for writing. Therefore, it is a shortcut to infect our students with your heart.
Fourth, encourage and feedback to further stimulate students' enthusiasm for writing.
Whether making sentences or imitating paragraphs, even diaries and essays, giving students appropriate feedback in time is a link that cannot be ignored. For example, if a student turns in his diary regularly, it seems that we are listening to him (her) face to face in the process of reading. Communication from the heart inspires our love and softens our hearts. We should read their stories with our hearts and give them feedback with our hearts.
As we all know, primary school students, as beginners of writing, need more encouragement. Therefore, it is necessary to write down the advantages and feelings you see for him or her, and also to gently point out the shortcomings, which not only promotes the communication between teachers and students, but also makes students glow with greater writing enthusiasm in the process.
To sum up, teachers pay attention to helping students accumulate vocabulary in daily teaching, and through colorful activities, students can unconsciously accumulate vocabulary in a happy atmosphere and improve their interest in composition. We should use more companionship and dedication to help students love and enjoy writing.
Tisso
First, writing comes from life, and students need to be given space to live freely.
1, life is the basis of writing. Ye Lao has a vivid metaphor for the relationship between life and writing. He believes: "Life is like a spring, and articles are like a stream. The spring water is abundant but not exhausted, and the stream naturally keeps flowing. " After years of teaching, I also deeply realized that writing is inseparable from life. To what extent can life be enriched and what kind of words will be created? Writing should be a part of life. With a colorful life, there will be all kinds of articles.
2. Writing is the need of life. To focus on improving students' writing level, we must first find out why we should write. In this regard, Ye Lao had such an incisive and thorough exposition: "Writing is to speak, and to say what you want to say for the needs of life. ……
It is against the original intention of writing to say something without words or to take others' words for yourself. "For the purpose of writing, writing is to write down what you want to say because you have something to say.
Everyone in life has a need to talk and a moment to talk. "Writing is talking." With this understanding, students can regard writing as a common thing and have no need to be afraid psychologically. This is especially necessary for primary school students who are new to writing.
3. Emotion is the soul of the article. Ye Lao pointed out that "meaning, emotion and expression all come from a person's life". "Only the whole life can produce delicate feelings and appropriate expressions", and there is hope to write decent literary works. "If we really realize this, we will have a deeper understanding of the profound connotation of what the ancients called' being reasonable and learning everything'.
A scene, an event, a person and an event, an emotion and a little feeling in life can all be written into the article. True emotion is the soul of our writing.
So we should reflect on our own teaching. How much living space has our society, school and family given our children? How many "subtle feelings and appropriate expressions" can children produce by staying in the "ivory tower" all day and burying their heads in "textbooks"? This is an obvious truth, but it is really difficult for us to do it seriously.
Ye Lao said that before writing, children should be allowed to "know people and be in charge", and this "person" and this "thing" should be witnessed and observed by themselves. Ye Lao once lamented: "Teaching Chinese is not limited to the classroom! Chinese professors are not limited to teaching in books! " The newly promulgated Chinese curriculum standard also clearly puts forward: let primary school students "form the habit of observing things around them and consciously enrich their knowledge."
Observing things and enriching knowledge, only life can give students such skills. So we should create a free life for students and let them have their own time and space. On holidays, children can go for an outing in the suburbs, play in the countryside, get close to life and nature; On weekends, children can go shopping and visit; Don't forget to let children have their own intimate friends, where there is also a "small" society and a "big" interpersonal relationship.
Second, writing is based on reading, and students need to be given space to read independently.
Reading and writing are integrated. "Reading is absorption, writing is pouring out, and whether pouring out can fit the statutes is obviously closely related to absorption." If you don't understand this, you will be confined to the narrow circle of composition training, and you will do something to cure the headache and cure the pain, and your writing level will not improve.
In the long-term teaching process, I deeply realized that one of the main reasons for the low efficiency and level of composition teaching at present is poor reading. Ye Lao said: "Reading and writing are the same. Reading is done properly and the reading level has improved, but the writing level has not improved. " Writing skills and techniques should come from reading. But how to teach our students to read, I think we should pay attention to methods:
The first is to teach students their own feelings. The meaning of a reading can be the original intention of the author's composition, or the reader can discover the various meanings contained in the article through his own positive thinking activities. In other words, the meaning of reading is not equal to the original intention of the author's writing, and the meaning of reading should be jointly created by the reader and the author.
I think this kind of reading is open reading, so the meaning of the article obtained is positive. Some people praise sunflower's "single-minded goal", while others despise its "no opinion"; Some people admire the silkworm's "dedication", while others laugh at its "self-restraint".
The famous saying "A thousand readers have a thousand Hamlets" proves that "reading to interpret meaning" is not a passive acceptance of the meaning given by the author, but a process of active participation and input.
Isn't it true that students study? The process of Chinese learning should not be a process in which teachers impose the author and his own intentions on students, but a process in which students extract their own life accumulation, mobilize their own personal experiences, reproduce the scenes written by the author and reflect the author's life feelings through the words read in front of them under the guidance of teachers. As for how much and how deep they can experience, teachers don't have to insist on being in place, even if they have this desire subjectively, it is objectively impossible.
Are primary school students reading Liu Zongyuan's Jiang Xue the same as middle school students and college students? To understand an article, we should allow people to have different opinions and to innovate and seek differences. The key is to realize the "emotion" and "reason" that you can understand.
For example, in Baotu Spring, some students read about the "magic" of nature, the "greatness" of nature, the "perseverance" of spring water, and the tenacious vitality of spring water. I am fully affirmed and positive.
The second is to teach students to express their feelings in reading. After students "experience their feelings in reading and carefully observe their feelings", teachers should also ask them to recite and ponder, so as to enter the author's artistic conception, convey the interest of the text, express their feelings and interpret the main idea of the article through vocal reading.
If students can reach this level, it means that reading has reached another level-beautiful reading. The so-called "beautiful reading" is to convey the author's feelings when reading. Put yourself in the author's shoes, give him a warm feeling when you are enthusiastic, and give him a euphemistic statement when you are euphemistic ... If you read well, you can not only understand what the author said, but also connect with the author's heart, which will be fruitful whether it is interesting or useful (Ye Shengtao's language).
When you feel your feelings, you have to convey them, which is the third level of "understanding your feelings through reading". In teaching, teachers can stimulate students' various senses by creating situations, language rendering, musical background and body representation, so that emotions can move in the middle and form in the sound.
For example, when I was studying the ancient poem "Xugongdian in New Town", I brought my students into beautiful countryside in late spring through music, language and pictures. "Did you see the golden cauliflower field? Do you smell the smell of cauliflower? Do you hear the children laughing? " Three questions.
With the wonderful music, students' various senses are mobilized to arouse their perception in memory. When the images of "yellow vegetables, butterflies flying and children playing with butterflies" appear in students' minds, I ask students to express what you seem to see and feel by reading aloud, that is, "express feelings in reading".
The third is to teach students to understand knowledge in reading. After reading in class, the text will come alive: vivid language forms make students feel direct and full, and rich language phenomena make students contact intuitively and freely. Then, under the timely guidance and guidance of teachers, it is logical to master some knowledge of language and grammar and some universal laws of language use.
It should be pointed out that "knowledge" here includes not only the language materials, language expressions and language usage habits that should be accumulated, but also the knowledge of text structure and writing. This kind of knowledge should not be told to students in a very rational "face", but should make full use of students' various senses and existing experience to enrich perceptual knowledge through various forms of perception and self-satisfaction, which is conducive to the concretization of abstract knowledge.
Third, the most important thing in writing is truth, and students need to be given space to write freely.
Why do students write? Ye Lao said: "We should record what we know in life and express our feelings. Practice from time to time, record what you know from time to time and express your feelings. This has become a habit and can be used for life. " From this perspective, writing is a demand from the inside out, a domestic demand, and a true feeling.
Ye Lao pointed out: "Writing is by no means out of thin air. You have to be interesting to start writing, and you have to start writing when you need it. " Ye Lao once discussed the seriousness and non-seriousness of composition: "Write whatever you have, that is, be serious. ..... On the other hand, if you have nothing to write about, then you are not serious. " How to make students reach the realm of "serious composition" recognized by Ye Lao? I think we can start from the following five aspects.
First of all, students should be given the freedom to choose writing content. Writing content comes from life, and everyone's life is different, so everyone's life is also varied. Therefore, teachers should give students absolute freedom to write about everyone's life. Don't use the eyes of "judges" to see whether the content of students' compositions is meaningful and worthy of being used as the subject of writing.
A student's "running account" for one day is also his life for one day. As long as life exists, there is the right to "talk". Imagine that a child who has just turned seven or eight years old was told that this can't be written and that can't be used, which annihilated his need to "express affection and record knowledge". In the long run, will he still think that "writing is a necessity"?
Second, students should be given the freedom to choose to express their feelings. Writing based on the need to express one's feelings is more profound and has a more thorough understanding of the meaning of writing than writing based only on the need to describe life. Therefore, it is not appropriate for teachers to give students a proposition composition, let alone a student-centered composition.
What kind of emotion and mood a student needs to express can only be based on personal needs. Even if you want to write a paper, you should do as Elymus says. So is the scope of thinking. It is also appropriate to search as much as possible if you need all the things of the students, or if the students don't have all of them. "
Thirdly, students should be given the freedom to choose writing time. The arrangement of two regular composition classes every week is not scientific enough in terms of the original meaning of the composition. Ye Lao said: "When we learn to write, we should also develop the habit of talking. Whenever you need to write, start writing. To miss the opportunity of writing is to restrain yourself.
Once missed, twice missed, and the ban finally succeeded; So, you feel that a pen weighs a thousand pounds, and you feel that there is nothing to write, so you can't write it. "What a thorough psychoanalytic writing! We should let students form the good habit of "writing whenever they want", which will make students feel real and benefit them a lot.
At the same time, students should be given enough time to write and prepare. Don't always "assign a composition today and hand it in tomorrow."
Fourth, students should be given the freedom to choose their expression.
Since writing is the need to express feelings and pour out knowledge, you can write casually and at any time, then everything should be natural: the natural reproduction of life and the natural expression of emotions should be "endless and clear" like spring water.
Therefore, writing (non-literary creation) seems to be chaotic, and more is "clear water produces hibiscus, natural carving." This is especially true for primary school students' compositions. Ye Lao repeatedly stressed that "writing is a skill ... you can't talk about knowledge in vain. It is unrealistic to think that speaking more knowledge will be conducive to the growth of writing ability. "
Composition training around writing skills will make students fall into a new stereotyped writing mode, forcing them to follow suit and write a composition with "only skeleton but no flesh and blood".
Fifth, cultivate students' good writing habits.
The first is "writing all the time". "Whenever you need to write, start writing." Teachers should guide students to form the good habit of writing records immediately after each harvest. If the conditions at that time do not allow you to write immediately, you should also form the good habit of recording immediately. Teachers can advise students to keep a notebook, something fresh and a little touching, and make a brief record at any time.
The second is the "daily diary". Ye Lao suggested: "Diary can be written every day, which is conducive to self-cultivation and writing." Many successful people, when talking about their successful experiences, largely owe it to the habit of keeping a diary every day. Write down the important events of the day and record the valuable things that can't be written during the day.
Don't underestimate this little diary. It not only cultivates feelings, exercises writing style, accumulates materials, but also cultivates excellent qualities such as "thinking, examining and persisting".
The third is "often doing". In order to form the habit of writing, you must do more; At the same time, we must do more to meet the needs of life. Writing is an ability. "Every ability must be constantly honed, and it will become more and more refined." In Ye Lao's theory of Chinese education, the thought of "practice" is a very prominent category, which is more instructive to composition teaching.
It is impossible to cultivate students with "self-capable composition" by practicing eight compositions in one semester. "Read more and write more" is a successful experience summarized by many people. The brain is the same as the limbs. If you use it too much, it will be useful, but if you don't use it, it will be useless. Writing is no exception. With the process of "writing all the time" and "keeping a diary every day", I believe that "doing it often" will be a natural thing.