First, use "guidance" to stimulate students' interest in learning
Chinese textbooks are full of knowledge and interest, especially some literary works, which are more attractive than other subjects. However, for a long time, due to the "research and excavation" of many of our teachers, the teaching of an attractive and perfect work of art has turned into a cold anatomy, making it impossible for students to enjoy and cultivate art. Over time, students have lost interest in the subject of Chinese. Therefore, in the process of Chinese teaching, we should first pay attention to the use of teachers' "guidance" to stimulate students' interest in learning Chinese.
First of all, we should pay attention to stimulating interest at the beginning of reading guidance. Before teaching new textbooks, you can spend a class to introduce the new textbooks of this semester to interested students. Improve students' interest in learning this textbook. At the beginning of new teaching, we should also pay attention to the interest of introducing new courses. For example, when I was teaching students why flowers are too red, I first gave a demonstration: drop phenolphthalein solution into a transparent test tube filled with copper hydroxide and hydrochloric acid solution. Please watch. After a while, the students found that the solution in one test tube turned red and the other turned blue. They are very interested and want to know the mystery. At this time, I said, "Everyone must want to know what's going on. The book Why Flowers Are So Red, which we are going to learn today, can solve this mystery for us. Can you find the answer from the text? " In this way, students are eager to study under the condition of "thinking in their hearts, not saying in their mouths". At this time, let the students open their textbooks and read. This initial stage of interest stimulation, so that scholars entered a state of excitement, thus entering a new realm of potential storage.
Secondly, we should also pay attention to keeping students interested in the whole process of reading guidance. Let me say three things in this regard:
(1) Pay attention to the art of asking questions. Suhomlinski once said: "The real school should be the kingdom of thinking." In classroom teaching, it is not appropriate to ask questions such as "yes", "yes" and "good" that students may easily get 50% answers without in-depth thinking. Instead, design some questions with thinking space to stimulate students' thinking waves and let them express their views. When I was teaching My Uncle Fishing Music, in order to let students deeply understand the psychological characteristics of people's vanity in capitalist society, I grasped the key sentence in the article and asked, "The article said that' Zheersai Island is the most ideal place for the poor to play'. Why did I see two beautifully dressed wives on the boat?" A stone stirs up a thousand waves. Someone said, "These two ladies may be rich." Others said, "These two young ladies are not necessarily rich." Then, I inspired: "Although their views are different, one thing is the same. Both of them pay attention to the use of speculative modal particles such as' maybe' and' not necessarily' to express uncertainty. So, which speculation is more reasonable? Can you find the basis from other parts of the text? " Then the whole class turned eagerly to their books. By looking for evidence, everyone quickly understood the vanity of people in socialist society shown in the works.
(2) Pay attention to let students get short-term benefits. In the design of classroom teaching, we can deliberately break down some big teaching goals into small parts. In the classroom, students will enjoy the joy of success when achieving every scattered goal, which will add fuel to the fire of students' thinking. In addition, teachers will fully affirm the achievement of each small goal, and students' interest in learning will be stronger. It should be emphasized that in the teaching process, special attention should be paid to the use of encouragement means. Students' thinking achievements in the process of achieving small goals, even if they are wrong, should not be easily denied, but should try their best to find a certain side and give appropriate affirmation and encouragement.
(3) Pay attention to introducing competition mechanism at an appropriate time. Psychology tells us that middle school students are very competitive and always want to show their talents in front of others. Once I put two classes together to talk about grammar. When I finished the sentences and sentences, I said, "Let's see which class can come up with ten sentences in five minutes." One sentence opens the floodgate of students' thinking. In less than three minutes, the students wrote twenty sentences on the blackboard. Then, I graded the sentences written by the two classes with the students, and then I said, "Let's see which class can analyze each other's sentences correctly in the shortest time." Soon the analysis was completed separately, and the teacher and the students scored the analysis together. In this kind of competition, the enthusiasm of students' thinking is greatly mobilized, and everyone firmly understands the original abstract and difficult grammar phenomenon in the situation of "never tired of it".
In addition to the above methods, humorous language, friendly teaching attitude, the use of teaching AIDS, etc. Students can also maintain a strong interest in learning during the learning process.
Second, use "guidance" to help students solve difficulties
In the process of self-study, students will certainly encounter much more difficulties than traditional teaching which is taught by teachers and memorized by students. Therefore, teachers who play a leading role have the responsibility to help students overcome the difficulties encountered in the process of self-study. There are three ways to help students overcome difficulties:
(a) to carry out discussions and give full play to the advantages of the group. For a difficult problem, let the students show the sparks of wisdom in the multi-directional flow and impact of thinking, and correct, supplement or choose in the multi-directional communication of thinking, so as to find the correct answer.
(B) intentional control, so that students thinking orientation. Students' thinking is sometimes inevitable, and this multi-flow thinking sometimes casts a shadow over students' eyes. If teachers don't control them properly and let students think in a directional way, students often can't get out of the trough easily. Therefore, it is very necessary for teachers to consciously "block". When guiding students to discuss how to understand the sentence "China is a weak country, so China people are of course imbeciles, so it's no wonder that they are confused when they score above 60" in Mr. Fujino, when students have different opinions, I guide students to draw a conclusion that this is Mr. Lu Xun's clever use of irony to express his anger and patriotism.
(3) timely guidance, give students directions. In the process of students' conscious thinking, there is often a phenomenon of "signal temporarily interrupted", and teachers should respond in time. It paves the way for students to temporarily interrupt their thinking and let their thinking "suddenly penetrate". At this time, I often rely on students' existing knowledge or experience to provide a fulcrum for students' thinking lever, so that students can move from the distress of "suspecting no road" to the joy of "another village"
Third, use the method of "guidance" to guide students' learning.
Darwin once said, "The most valuable knowledge is the knowledge about methods." Mr. Qian Menglong also said: "The process of teaching is the process in which teachers try their best to get rid of students." In order to get rid of students and achieve the goal of "not teaching", teachers must pay special attention to the guidance of students' learning methods and the cultivation of their ability to solve problems independently by using methods.
First of all, there are comprehensive methods to guide. When I was teaching Grade Three, every student always gave a four-hour lecture and gave them comprehensive guidance. Because students have more perceptual materials for Chinese learning after passing through China students in Grade One and Grade Two, it is always inspiring to give them such lectures. The method guidance at this time includes the following parts: 1. Guide to reading steps; 2。 Paragraph-level guidance; 3。 The guidance of the theme; 4。 Guidance on writing characteristics.
Secondly, there are ways to guide the study of a class of articles. For example, when teaching Unit 2 of Book 6 in junior high school, I use the teaching of "speaking modestly" to guide students to sum up the general methods of studying argumentative writing, that is, to find out what viewpoints (arguments) are put forward in the article, what reasons and facts are used to support the arguments (arguments), what methods (arguments) are used to support the arguments, and what features (languages) are used in the arguments. When students master the "four methods", I will let students use the "four methods" to learn when they teach themselves the text in class. The teacher is only the organizer of the class, not to mention.
Third, there are scattered methods to guide. In teaching, I pay attention to combining students' reading practice and pointing with the lens to make them begin to understand. Combined with students' learning practice, I also guide students to learn by themselves, recite, read after class and preview.