I. Purpose and significance of the survey

The level of national innovation has become an important yardstick to measure a country's competitiveness, and the strength of national competitiveness depends on the cultivation of talents. The development trend of high-tech, informatization and economic globalization puts forward higher, stricter and more comprehensive requirements for talent training in the 2 1 century. Nowadays, middle school students should have good humanistic quality, pioneering spirit, innovative consciousness, broad vision and the ability to collect and process information. As a basic subject, Chinese class should pay more attention to cultivating students' innovative thinking and consciousness, make Chinese teaching meet the needs of the development of the times, and provide quality education services for cultivating a new generation of talents with development potential and innovative talents.

I investigate the current situation of cultivating students' innovative thinking in Chinese classroom teaching, mainly to deeply understand the overall situation and existing problems of cultivating students' innovative thinking in Chinese teaching in rural high schools, and to make practical preparations for discussing the cultivation of students' innovative thinking in Chinese classroom from both theoretical and practical aspects. This is not only the requirement of modern education based on students' development, but also the realistic requirement of students' self-development, cultivating students' innovative thinking and developing their potential. To a certain extent, it is also conducive to paying attention to the flexible classroom mode in teaching, cultivating students' innovative thinking ability, guiding students to break the rigid learning style, and providing correct guidance and effective help for improving students' effective knowledge value, developing students' personality and specialty, and forming good innovative thinking ability.

Second, the guiding ideology of investigation and study

1. For all teachers and students, cultivate students' thoughts and feelings of loving the language and culture of the motherland, and guide students to enter the conscious state of learning languages voluntarily.

2. The core of Chinese ability is thinking ability, and the highest level of thinking ability is innovative thinking. The improvement of students' innovative ability ultimately depends on cultivating strong innovative thinking ability. Because we must pay attention to the cultivation of ability in Chinese teaching, adopt various teaching methods and actively improve teaching methods to cultivate students' innovative thinking ability.

3. The innovative ability of middle school students is not only related to one's knowledge and intelligence, but also closely related to one's personality quality. Courage, diligence, modesty and tenacity are all conducive to the development of innovation.

With the development of science and technology, the cycle of knowledge updating is shortening. Faced with this situation, we must learn to adapt to the needs of social development. What the future society needs is talents who can learn independently and have innovative spirit.

Three. Contents, methods and steps of investigation and study

(1) Basic contents

1. Present situation and evaluation of innovative thinking in Chinese classroom of rural senior high school students.

2. The present situation and countermeasures of Chinese teaching.

3. Communication between Chinese knowledge and social life and Chinese practice.

4. Pay attention to the teaching of students' innovative thinking and the relationship between classroom teaching and extracurricular expansion.

(B) the methods of investigation and study

1. Actual investigation: The methods of observation, prediction, questionnaire, individual conversation, inquiry and data comparison were used to investigate students' thinking in Chinese class and teachers' teaching situation, and collect relevant data.

2. Theoretical research: According to the teaching principles of quality education, explore the laws of China students' innovative thinking, provide verbal guidance through classroom teaching, and conduct investigation and research by means of learning reference, induction, analysis and synthesis.

3. Practical research: Reform classroom teaching methods in teaching practice, construct a new scientific classroom teaching mode, and carry out practical investigation and research by using classification comparison method, experience summary method, causal analysis method, exploration and discovery method, system theory and other methods.

(3) investigation and research steps

The investigation was divided into three stages, from September 2003 to July 2004.

The first stage: September 2003 to February 2003 is the investigation stage.

Organize the teachers who participate in the investigation and study to systematically study the relevant theories of classroom teaching reform, master its basic requirements, improve the theoretical level, inquire about relevant materials, understand information, conceive the whole investigation plan and design students' questionnaires.

The second stage: from June 2004 to May 2004, it is the exploration stage of investigation and experiment.

A questionnaire survey was conducted among senior one students in Xinfeng Middle School to find out the problems that hinder the development of thinking in middle school students' text lessons. Then, according to the problems mentioned above, the archives of teachers' departments are designed, and some Chinese teachers are investigated in writing and interviewed individually, and the reliable survey results are obtained.

Three stages: June 2004 to July 2004 is the summary stage of investigation and research.

Research and analysis, draw conclusions, put forward the summary of investigation and study, and complete the investigation and study report.

(4) Statistics and information.

In this survey, * * * collected 240 valid questionnaires, and now we make a statistical analysis of the randomly selected 1 10 samples (lower grade 10, middle grade 20 and upper grade 60). The results are as follows:

Analysis of students' spot check form:

1, independence:

(1) Lower grade: 300 points and 65 points are deserved, and the scoring rate is 2 1.67%.

(2) Medium grade: 600 points are deserved, and the actual score is 196.8 points, with a scoring rate of 32.8%.

(3) Senior grade: the grade should be 2040, the actual grade is 88 1.28, and the scoring rate is 43.20%.

2, consciously take the initiative:

(1) Lower grade: 340,284, with a score rate of 83.53%.

(2) Medium grade: 660 points should be scored, and the actual score is 433.6 points, with a scoring rate of 65.69%.

(3) Senior grade: the grade should be 1860, the actual grade is 1 120.2, and the scoring rate is 60.23%.

3. Active innovation:

(1) Lower grade: 360 points should be scored, the actual score is 40. 18 points, and the scoring rate is1.16%.

(2) Medium grade: 740 points should be scored, the actual score is 136.53 points, and the scoring rate is 18.45%.

(2) Senior grade: the grade should be 2 100, the actual grade is 490438+04, and the scoring rate is 23.34%.

Score summary of secondary indicators:

Auxiliary index

Fully reach

Basically reach

miss

Develop the habit of independent preview and review, and have strong independent learning ability.

10.5

23

66.5

Be able to ask questions, question and ask difficult questions, self-evaluate and self-adjust the learning process.

16.7

28.3

55

He is good at learning and displaying his personality.

12.4

20.6

67

Initially realize independent and autonomous learning.

16

23.3

60.7

They often express their views in the learning activities inside and outside the class, and are willing to get the opportunity to express themselves independently.

2.2

14.6

83.2

When the teacher is away, he is self-disciplined and consciously maintains the learning order of the group and the whole class.

8.2

23.7

Exercises and reports

Time flies, time flies, and the three-week internship period has passed in a blink of an eye. During this period, there are gains and losses, bitter and sweet, sour and spicy. In short, "all kinds of smells come to mind."

First, the general situation of teaching practice objects

I am an intern in Baima Lake Central Primary School. My interns are a group of naive first-year students, usually aged 7-8. Because everyone's IQ is different, there are some problems, especially some parents do not pay enough attention to their children. In their minds, they think that it is enough to give children to teachers, which also makes it difficult for teachers to teach. I found such a problem in classroom teaching. It's just that many students can understand the meaning of the topic, but their language skills are not very good, and they often finish it in one sentence. I thought this phenomenon would only happen to first-year students, but after listening to several classes of other teachers, I found that this phenomenon is very common, which may be caused by the traditional teaching process and teaching methods. Everything is teacher-centered, teachers' questions and students' answers are always controlled, and students' knowledge is extremely narrow.

Second, the content of teaching practice

Therefore, I pay attention to fully tap students' language potential in teaching, guide students to actively carry out language practice, make students really want to speak, be willing to speak, and be able to speak, thus improving students' language expression ability. In the classroom, we should strive to create a pleasant, relaxed, positive and harmonious classroom atmosphere, let students dare to speak, stimulate their interest in speaking, and internalize the language in the text into their own language. The thinking ability of junior students is limited to the generalization level of intuitive images. In teaching, let students read before thinking, and then say, for example, teach the article "Spring", choose the scene first, then prepare lessons, then take students into the "scene", guide them to observe and inspire their feelings according to the teaching requirements, let them make a good draft of "speaking", then contact the text to inspire association, and guide them to express what they see and think with appropriate sentences on the basis of observation and thinking. To improve the ability of speaking, we must pay attention to the training of reading. Students should be encouraged to read more extracurricular books and play some short stories with music. Ask the students to listen to the time, place, people, process and result of the story clearly, master the main content, and say it in their own words after listening. This kind of listening and speaking training is very effective in cultivating students' attention, memory and oral expression ability. When junior students learn to look at pictures and speak, they often speak in a few words, which are not specific and dry. The reasons are as follows: First, they think that graphics are static. Dead pictures, no reasonable and rich imagination; Second, the language ability is poor. In view of these two situations, I should inspire students to "live" pictures and guide them to concretize and visualize words in the teaching of speaking with pictures. For example, in the lesson of "White Rabbit Rolling Pumpkins", I let the students understand the feelings of the three pictures first, and then take out the pumpkins prepared in advance to inspire the students to imagine the anxiety and tension of the white rabbit. Action, and then guide the students to explain the specific thinking process of the little white rabbit to find the way, and then describe the happy mood of the little white rabbit after finding the way in his own language! In this way, students are guided to look at pictures and things, and scenes are created for students to observe, so that students can obtain rich images, which not only mobilizes their enthusiasm for speaking, but also cultivates their systematic thinking. Through targeted continuous training like this, the students' Japanese expression ability in our class has been significantly improved than before. You can imagine a short story by looking at the picture and express it in words. Maybe the sentence is not very fluent, but the overall meaning can be fully expressed.

Third, the results of teaching practice

After listening to an open class given by Yu Ji, a backbone teacher in the town, I think she pays attention to the cultivation of students' oral ability in class, allowing students to perform, make bold guesses, practice, create, play different roles and experience different psychology and emotions, so that students' curiosity, thirst for knowledge and creativity can be fully stimulated and explored in the activity, and all students can participate in the real "activity" in the whole classroom activity. Take things as they are, and make the classroom lively. For example, when she was teaching the second dinosaur, the teacher posted a Cretaceous jungle map on the blackboard, so that students could post and introduce one of the dinosaurs through group cooperative learning, which doubled their interest in learning. Through oral introduction, the students learned about Lei Long, Liang Long and Stegosaurus. The origin of Triceratops' name vividly introduces various dinosaurs through appropriate explanation methods, which helps students understand the words "form" and "strange". After learning; She skillfully designed a migration exercise: since dinosaurs have various shapes, please introduce other dinosaurs you know or like, so that we can further understand the strangeness and strangeness of dinosaur shapes (arrange for students to collect pictures and materials of dinosaurs before class)

Fourth, teaching practice experience

What impressed me the most these weeks is that students should be taught to read in Chinese class, and students can also read, so that students can perceive the text in reading, read the text correctly and fluently in reading, and understand the main idea of the text in reading. On this basis, let them re-read the sense of language, internalize the language in the text into their own language, let students "read correctly-read thoroughly … read widely", and let the spirit of the new curriculum standard be reflected in every class. So when I taught Xiaolu, I released frogs, crickets and cicadas.

The little butterfly asked the little dew three sentences early, creating a situation of oral training. First of all, guide the students to read the text, read enthusiastically and positively, and read with a praise tone. Then, contact with real life, enter the role in the text, learn from Xiao Lu, play small animals, and form a communicative relationship. "Little Animal" smiled at "Little Dew", greeted "Little Dew" and praised it. The whole process is based on reading, and the feeling is realized in reading; By using the language in the text, students can accumulate through repeated reading, enhance their communicative competence, cultivate their communicative awareness, and skillfully create a language sense space for students to swim. Teachers use subtle instructions to guide students to learn imitation and internalize them into their own language.

In short, the three-week internship has benefited me a lot and laid a solid foundation for me to become a qualified people's teacher in the future. I believe I have come all the way.