Interest is the best teacher. In classroom teaching, interested students will form a strong desire for knowledge, and will easily overcome the difficulties encountered in learning and regard learning as a happy enjoyment. In the teaching process, normal students should be good at finding students' interest points in teaching materials according to their own actual characteristics, and rationally use multimedia to stimulate students' desire for learning. When studying the article "Guilin Landscape", we can use multimedia courseware to play beautiful pictures of Guilin landscape, showing that the water of Lijiang River is clear, quiet and green, and Guilin belongs to Shan Qi, which is beautiful and dangerous. Coupled with melodious light music, students are refreshed in vision and hearing, bringing them into a picturesque realm. In this situation, reading the beautiful sentences in the article makes students form a strong sound and shock in their hearts, thus generating a strong interest in learning. Therefore, in teaching, normal students should be good at using appropriate methods to stimulate students' interest in learning, make students particularly interested in Chinese, and make them want to learn, love and learn, so as to achieve the goal of really learning Chinese well.
Second, create a good atmosphere.
The new curriculum standard advocates active participation, independent exploration, exchanges and cooperation, and adheres to the people-oriented teaching concept. Normal students who are about to go to work should face all students, create a good teaching environment, and provide a lot of practical opportunities, mobilize students' enthusiasm and initiative in classroom activities in an all-round and multi-angle way, improve students' basic quality in an all-round way, and adopt flexible and diverse forms to enable students to learn knowledge in pleasure and achieve teaching goals.
1. Mobilize students to participate in activities flexibly. To truly take students as the main body, we must carefully design, skillfully arrange the form of activities, cleverly set up doubts, stimulate students' inspiration, and urge everyone to think positively and speak enthusiastically. When studying the article "Praise", we can set a suspense: What will happen if the hedgehog doesn't praise the badger? Further let students experience the magical effect brought by praise. According to the age characteristics of the students in Grade Two, we can take the form of group activities, discuss at the same table or at the front and back tables, and finally choose a representative to answer, so as to encourage students to think deeply and empathize, and everyone can participate in classroom teaching.
2. Set up activities according to the teaching materials. In class, various activities can be arranged according to the specific circumstances of the teaching materials. For example, when studying the text "Peanut", students can be inspired to truly reproduce the situation of several brothers and sisters discussing peanuts with their fathers, try to figure out the identity and psychological characteristics of the characters, and read aloud in different roles, so that students can deepen their understanding of the text and exercise their reading ability and skills. Another example is The Grape Valley. In the learning process, we can arrange a literacy link of picking grapes with the help of multimedia courseware. Learning a word can get a bunch of grapes, which is in line with the psychological age characteristics of junior students, close to the learning content of the text, and can also stimulate students' desire to learn. Therefore, when arranging teaching activities, normal students should consider the difficulty of teaching materials and students' understanding, and try to adopt the form that all students dare and are willing to participate, so that students can do their best in a good classroom atmosphere and get their place in activities at all levels.
Third, let students learn to question.
Einstein once said: "It is often more important to ask a question than to solve it. Because solving a problem may be just a number or experimental skill, but asking new questions requires creative imagination and marks real progress. " Therefore, a good Chinese class also needs to stimulate students' questioning spirit.
In teaching, normal students should gradually teach students how to ask questions, so that students' questions can reflect the "personality" characteristics of learning Chinese. Students will ask questions aimlessly, and each class has learning requirements. Therefore, according to the teaching practice, normal students should teach students methods, find the right methods and guide students to ask questions.
1. Grasp the topic and ask questions. The topic is highly concentrated text, which is the eye of the article. Some topics reveal the main content of the article, while others reveal the center of the article. Guiding students to ask questions around the topic is not only conducive to understanding the content of the article, but also conducive to cultivating the ability to ask questions. For example, the article "Fish is upstream of paper" can guide students to ask questions: What do you want to know after reading this topic? How did the fish swim to the paper?
2. question keywords. In the process of reading teaching, sometimes grasping some key words to ask questions and discuss in depth will often become a breakthrough in understanding a text. It can help students accurately perceive the situation described in the text, understand the thoughts and feelings of the characters in the text, and develop accurate language expression habits. For example, when studying peanuts, there is a saying: "It didn't take long to harvest." Can cause students to question: "Why use' actually' instead of' sure enough' and' unexpected'?" By asking questions about this word, students can feel the joy and excitement of the family when harvesting peanuts in the text, and they can also feel the accurate image of the word.
3. Ask questions from difficult sentences. Sentence teaching is an important part of reading teaching. However, it is impossible to tell every sentence in an article. Only by highlighting key points, grasping difficult sentences, questioning and asking difficult questions, and giving guidance from content and structure in a planned and step-by-step way can students establish the concept of sentences and master the ability to use various sentence patterns. For example, in the teaching of Grape Valley, some students will ask, "Why is Grape Valley really a good place?" In connection with the description of Grape Valley in the last article, Grape Valley is a good place because of its large quantity, delicious taste, fresh color, enthusiasm and authentic raisins. By asking questions about key sentences in the text, students can not only deepen their understanding of the text, but also experience the usefulness of various sentence patterns.
Fourth, pay attention to the methods and skills of asking questions.
Chinese is an interesting language. Different sentences can express the same meaning. Different intonations have different effects. The way teachers ask questions will directly affect students' thinking and interest in learning. Therefore, when normal students ask questions in class, they must set relatively simple questions for students in combination with specific text content, so that students can read the text carefully, think seriously and speak enthusiastically with questions.
1. The question should be clear. First of all, when giving questions to normal students, it is necessary to make clear the direction of the questions, that is, to find out what kind of answers. The scope is too large for students to start. Secondly, the method of answering questions for students is also an important way to make the questions clear. As the saying goes, "it is better to teach people to fish than to teach them to fish." One of the important learning objectives of the new curriculum is process and method, which emphasizes that students acquire new learning methods in the process of learning.
Make sure you have time to think. In the process of problem implementation, students should be given appropriate time to think. After asking questions, students don't have enough time to think, which is a common problem of many normal students who first boarded the platform. Carefully set questions originally required students to get answers through discussion, but after a few minutes, they couldn't help it and began to replace students' thinking with their own explanations. Knowing that students should be allowed to think for themselves, I was worried that the classroom tasks could not be completed on time, so I began to talk all the way, but I developed the habit of being lazy in thinking. When encountering problems, they always give up thinking and wait for the answer. The new curriculum standard emphasizes "students are the main body of learning and development" and "advocates independent, cooperative and inquiry learning methods", which requires normal students to shift the focus of the classroom from how to teach themselves to how to learn. Under such requirements, normal students must give students enough time to think independently, listen to students' answers to questions, and test the effect of their own questions in feedback communication with students.
3. Standardize the questioning language. Teachers' language emphasizes the word "norm", and Chinese teachers' classroom teaching language requirements are more refined, concise and accurate. Normal students must not take the language organization of questions lightly. Sometimes it is often because the teaching language is repetitive and not concise enough, which leads to the deviation of students' understanding of sentences and the phenomenon of "opening without answering irrelevant".
Normal students should carefully design each question, make it appropriate and improve the quality of classroom teaching. However, questioning is not the only means of classroom teaching. Modern educational thought emphasizes students' active development, so the premise of asking questions should be that students study independently with interest and confidence. Students should not be led by questions, but should fully master the art of questioning, ask questions in a timely, appropriate and appropriate manner, and give full play to the role of questioning. Only in this way can we cultivate high-quality talents.
In short, in order to have a good Chinese class, there are many things to pay attention to, such as students preparing lessons, textbooks, teachers, the arrangement and difficulty of after-class exercises, and so on. But as long as you have a correct attitude, be serious and responsible, and take every step in a down-to-earth way, you will gain valuable experience, move forward step by step and become an excellent Chinese teacher.