Chinese class is rich in content, wide in knowledge and large in information, but Chinese class is limited. We should improve the quality within 40 minutes to improve the efficiency of classroom teaching. In my opinion, in a good atmosphere, mood and mood, students are enthusiastic about learning, active in thinking and quick in understanding knowledge. Only being a democratic teacher and being a close friend of students is the premise of improving teaching quality and cultivating innovative ability. I always walk into the classroom with a smile, squat down to see the students, and create a democratic, equal, relaxed and harmonious learning atmosphere for the students. In this environment, students dare to express their views, expand their imagination, experience the fun of learning and enhance their sense of innovation.
Second, pay attention to literacy teaching.
Literacy teaching is the basis of Chinese subject and reading comprehension. According to the requirements of the new curriculum standards, I think so, and I do the same in teaching. I will strictly require students to master every new word that appears in the textbook. I believe many Chinese teachers have their own good methods of literacy teaching, one of which I think is to help students remember new words after teaching. First, ask students to copy carefully. While cultivating students' writing habits, I also ask students to develop the habit of memorizing words while copying. Dictation is an inevitable thing to do after learning new words (words). I will correct and return them to the students immediately or soon after each dictation, and check whether they correct the typos in time, so that students can feel that the teacher attaches great importance to dictation and takes it seriously, and they will try their best to remember new words. At the same time, cultivate students' basic writing skills, pay attention to effective guidance on students' writing in class, and develop good writing habits. When writing new words, I will explain to the students: The teacher only asks you to be serious when doing your homework, and then try to be correct. If the new words in any class are poorly written and corrected, I will let the students rewrite them. After my strict requirements, the homework and papers in the class are now neat and clear.
Third, cultivate students to form the habit of thinking.
I am now teaching the fourth grade, and students collectively answer many questions in class, which makes the classroom atmosphere lively and saves time. But slowly, I found that there are also people like Mr. Nan Guo who don't like talking and thinking. Too many collective answers in teaching obviously have disadvantages, which are not conducive to students' learning and improvement, nor to the development of students' personality, and affect the teaching implementation of middle and high grades in the future. In order to cultivate students' thinking habits and let more students answer questions boldly in class, I tried two methods.
1, change too many overall answers into individual answers. Classroom teaching forms should be rich, and individual questions are conducive to checking the teaching effect and cultivating students' habit of independent thinking, so students are given more opportunities to answer alone in class.
2. Give underachievers more say. I think the difficulty of cultivating students' habit of thinking and answering questions actively lies in cultivating underachievers. Underachievers are generally not good at observing and thinking in class. Therefore, we should try our best to let underachievers learn to use their brains, that is, to give underachievers the right to speak. Underachievers are guilty of answering questions in class, have a low voice, make mistakes and are laughed at by their classmates. Next time, they are even more afraid to raise their hands to speak. If you don't talk, you don't want to, don't use your head. Therefore, to help underachievers learn to use their brains, we must find ways to make them speak and dare to say and answer. My practice is to tell the underachievers the questions to be answered before class and teach them how to answer them. Because the underachievers are one step ahead in their studies, they dare to raise their hands and speak in class, and their voices are louder when they answer. With self-confidence, the enthusiasm of speaking will be high, the habit of thinking and answering questions will be gradually developed, and it can also promote intermediate and top students.
Fourthly, cultivate students' habit of reading accumulation.
The knowledge of junior students is narrow, but there are many opportunities to broaden their horizons and absorb knowledge in their study and life. I attach great importance to it in teaching.
According to the syllabus, I will start with the text and ask students to recite the whole text in each class. I will recite their favorite paragraphs or paragraphs with good words for short ones, and I will recite sentences for long ones. I didn't increase my workload because of the inspection and supervision of class cadres or team leaders.
I think learning knowledge depends on the usual accumulation. Only by accumulating knowledge can students use knowledge and improve their learning ability. Our teachers should master students' basic knowledge and let them accumulate extracurricular knowledge.
As teachers, we should pay attention to the growth of children. As long as we try more and reflect more in teaching, I believe our work will be better and our students will learn better.