Chinese teaching strategy sharing (1) Changing ideas
The main reason for a series of problems in comprehensive Chinese learning in middle schools is that teachers' understanding of comprehensive learning is not deep enough. Thought is the forerunner of action. To strengthen the promotion of comprehensive Chinese learning in middle schools, it is very important to improve teachers' ideological understanding. Chinese comprehensive learning requires students to actively participate in the teaching process of teachers, so that students can learn independently, be willing to explore and truly apply what they have learned. Therefore, teachers should actively change the traditional teaching concept, understand the importance of comprehensive learning, establish a correct concept of taking students as the main part of the classroom, encourage students to take the initiative to participate in teaching, and publicize the advantages of comprehensive learning to students and parents to promote the smooth development of comprehensive learning.
(B) enrich the classroom form
Chinese comprehensive learning points out the direction for Chinese teaching reform, but how to operate it needs teachers to explore constantly. Chinese comprehensive learning pays attention to the cultivation of students' ability, so that they can learn to use what they have learned flexibly in their lives, so teachers can hold some activities close to real life. For example, in the class of "The Emperor's New Clothes", a fairy tale performance competition can be held, so that students can direct and perform by themselves and arouse their enthusiasm and initiative in learning; For another example, when explaining "Motherland, My Dear Motherland", a poetry recitation contest can be held, which can not only make students fully understand the patriotic feelings of the author Shu Ting, but also exercise their oral communication skills.
(C) make full use of multimedia teaching
With the development of science and technology and the increasing popularity of the Internet, teachers should make full use of the achievements of modern science and technology and organically combine multimedia with traditional teaching methods. Multimedia has the advantages of vivid sound and emotion, which can create a vivid situation for students in class. In the teaching process, teachers can closely combine multimedia with teaching content, and fully present characters, landscape pictures and artistic works to students through videos, pictures and sound effects, thus activating the classroom atmosphere and stimulating students' interest in learning. When studying the article "Exploring the Mysteries of the Moon", teachers can show students pictures about the moon, so that students can have a preliminary understanding of the characteristics and environment of the moon and fully stimulate their curiosity. At the same time, teachers can play videos about the first moon landing to students, which will lay a solid foundation for students to learn this article. Another example is learning the lesson "Seeing the weather from the clouds". It can show students the dynamic changes of nimbostratus, Cirrus and Cumulus, and make them form certain thinking concepts, thus improving the learning effect.
(D) monotonous classroom form
Chinese comprehensive learning pays attention to comprehensive learning practice, but from the actual teaching situation, the practical form of Chinese comprehensive learning in middle schools is too single, lacking rich teaching methods and not combining with real actual content, which can not effectively stimulate students' interest. For example, in the class of "Spring" written by Zhu Ziqing, teachers can compile the contents related to spring into competition topics and let students compete in groups, which can achieve certain results. Therefore, many teachers continue to use this method in their future course study. In the long run, students will gradually feel bored and disgusted, and the teaching purpose will not be achieved. At the same time, students' learning enthusiasm will also be hit to some extent, and teachers' teaching of comprehensive Chinese learning will also be hindered, which will eventually affect students' comprehensive Chinese learning in middle schools.
(E) Too much dependence on teaching materials
Textbooks are the reference for learning Chinese, but many teachers regard textbooks as the only teaching resources, and think that it is enough to rely on textbooks for Chinese learning, without combining the surrounding resources, which limits students' comprehensive learning of Chinese. ? Chinese is life, and life is Chinese? Connecting with life is the core of Chinese teaching. For example, when some Chinese teachers teach the text "Lao Wang", they don't sublimate the main body of the article, but are limited to the character Lao Wang written by the author, which seriously restricts the formation of students' thinking ability.
Chinese teaching strategy sharing 1. Change the class time structure.
First of all, we should change the time ratio between teachers and students. Teachers used to talk a lot. The new curriculum standard points out that teachers should change the time occupied by teachers and students reasonably and scientifically according to the characteristics of Chinese subject content or classroom knowledge structure. Teaching? Innovation and students? Study? Innovate and leave enough space and time. I think a 45-minute class can take up 25 minutes or less, which overcomes the disadvantages of the teacher's teaching and is conducive to the cultivation of students' self-help and independent consciousness. Then change the proportion of time occupied by classroom teaching. The key to every link in a class is to learn new knowledge. I think it usually takes 10 ~ 25 minutes, and the rest time is reasonably occupied by other links, which is not only conducive to the application and migration of knowledge, but also conducive to the change of students' time. Study? Innovation, provide timely protection.
Second, change the role of teachers.
Under the new curriculum conditions, the classroom is no longer a stage for teachers to solo, nor is it a place for students to open their pockets and wait for instillation of knowledge, but a vibrant and vast world, which requires teachers to change their roles as knowledge disseminators.
1. Be a guide, organizer and manager of Chinese learning.
In general Chinese teaching, we should change the traditional one-way communication between teachers and students into multi-directional interaction. In teaching, we should cherish students' curiosity and thirst for knowledge, fully stimulate students' subjective consciousness and enterprising spirit, and advocate independent, cooperative and inquiry learning methods.
2. Be the cultivator of students' sound personality.
In the past, Chinese teaching only focused on? Teaching? Not paying attention? Education? . The new Chinese curriculum puts forward the humanism of Chinese teaching: it is an important content of Chinese teaching to cultivate students' noble moral sentiment and aesthetic taste, and to form correct values and positive attitude towards life? It must permeate into the process of Chinese teaching. I pay attention to improving students' humanistic quality from the following points in teaching.
(1) Pay attention to the influence of Chinese.
In the new Chinese textbooks for middle schools, there are many excellent chapters: the beauty of rhythm, artistic conception and philosophy in poetry; The beauty of human nature in novels; Common sense texts include scientific beauty and spectacle beauty; There is logical beauty in argumentative essays, which can make students involuntarily and imperceptibly influenced in the process of reading and learning Chinese, affecting their lives, so we don't rely on the eloquence of teachers or? Full house asked? 、? Full house practice? It can be effective, but it depends on developing the curriculum resources contained by teachers, teachers and students in the teaching process, so that students can get them imperceptibly.
(2) Respect students' unique feelings in the learning process.
According to the viewpoint of constructivism psychology, everyone constructs an understanding of the meaning of things in his own unique way, and different people often see different aspects of things. In Chinese teaching, students' understanding of the same text and the same character image is often varied.
Chinese teaching strategy sharing 1. Interpreting literary texts with aesthetic ideology.
Literature is an aesthetic ideology, and the beauty of literary works has the characteristics of vagrancy and obscurity, which determines the uncertainty of interpretation, aesthetic experience and meaning interpretation. Teachers can only enter art through intuitive understanding and psychological experience, and only use ethereal language can convey the aesthetic implication of works. Because the artistic beauty of literary works cannot be described by purely objective words, teachers often describe the aesthetic feeling with interest through vague and poetic elastic language, thus arousing students' interest in pondering. In this sense, teachers are just one of the art kingdoms? A tour guide? The beauty of literature is mainly appreciated by students themselves. Through image metaphor and artistic conception description, teachers can effectively convey the initial experience when teachers' consciousness and writers' consciousness meet, know and merge, and at the same time, it is easy to arouse students' imagination and creatively understand the aesthetic charm of the text.
Second, strengthen the consciousness of teaching objectives and overcome blindness and randomness.
Teachers should strengthen theoretical study and guide teaching practice with advanced scientific education concepts, so that the target teaching consciousness can really take root in their own minds and turn into practical teaching behavior. At the same time, we should carefully read the new curriculum standards and teaching materials, grasp the relationship between three-dimensional goals, avoid blind integration, and cause vague goals. What should we follow? One lesson at a time? In principle, the classroom design should not be too full, do not pursue the best everywhere, try to find a breakthrough in teaching and highlight the highlights. Only in this way can the implementation of teaching objectives have practical significance.
Third, the appropriate, reasonable and flexible use of multimedia information technology
First of all, teachers' thinking cannot be bound by fixed classroom procedures. They should fully realize that Chinese classroom teaching is not a closed system and should not stick to fixed preset procedures. Multimedia teaching is not suitable for every textbook. It should be handled and used flexibly according to the characteristics of different teaching materials. Secondly, we should fully realize that multimedia only exists as an auxiliary teaching method in Chinese teaching, and it is not an indispensable feast in Chinese teaching. Teachers should really take students as the center, think about what students are doing and what they need, and flexibly arrange every link according to their learning situation, instead of mechanically implementing the curriculum design before class. At the same time, the clever connection between the necessary blackboard writing and the transitional words in each link will make the classroom process vivid but not rigid, thus enhancing the emotional interaction between teachers and students.
Fourth, teachers should comprehensively understand theoretically? Autonomy, cooperation and exploration? The connotation of learning style.
The new curriculum emphasizes the importance of cultivating students? Autonomy, cooperation and exploration? Abilities, which are produced on the basis of understanding, must be students' desire to explore with their own thinking on the basis of full contact with the text. Teachers should do the following in the specific operation:
First of all, we must be prepared for cooperation. That is, before group cooperative learning, students must have a preliminary understanding and understanding of the problems that need to be studied before group cooperative learning.
The second is to clarify the objectives of cooperation. Before group cooperation, teachers should let students understand the purpose of group cooperation, what goals they want to achieve through cooperation, what role they play in group cooperation and what tasks they need to complete, so that students can learn in group cooperation in a targeted manner.
Third, it is necessary to form a cooperation mechanism. In the process of group cooperation, members of the group should have a clear division of labor, so as to ensure that members of the group have equal opportunities to participate and give full play to the wisdom of different students.
Fourth, teachers should participate in cooperation. In this process, teachers should not simply patrol and perform symbolically, but equally participate in students' communication, actively watch, actively listen, feel students' thoughts and feelings, keep abreast of students' cooperation and make responsive evaluations. Only in this way can cooperative learning really move towards substantive cooperation.