Keywords: motivation; Expressiveness; Thinking ability; attention
In recent years, Panjin hired Dr. Zhou Junchi from He Qian, Beijing to lead the experimental area to study the project of "Improving the Learning Ability of Primary School Students". I am fortunate to be a local expert in this project. Through many trainings, I deeply realized the importance of improving the learning ability of primary school students, and at the same time, I deeply realized that the research of this project is one of the effective ways to reduce the burden and increase the efficiency of primary school students. So, how to improve primary school students' Chinese learning? The following author talks about some practices in combination with years of teaching practice.
First, to stimulate students' learning motivation
All along, we all believe that in the teaching process, students are the main body of learning, and teachers play a leading role in students' learning. In order to improve students' learning quality, the first thing teachers should do in teaching activities is to cultivate and stimulate students' learning motivation, so that students are happy and willing to learn. However, in class, teachers often encounter interference from students in different aspects, which often affects the normal teaching order. To solve this problem, we need our teachers to adjust classroom teaching with positive teaching behavior. "Try to pay attention to the behavior you want to see, try not to pay attention to the behavior you don't want to see, try to visualize students, evaluate them with guidance, and so on." This is a good prescription given to us by Dr. Zhou Junchi from Tongxin, He Qian, Beijing. This prescription can help us to stimulate students' learning motivation more effectively. For example, when students concentrate on reading a text, suddenly, a student makes a strange sound or behaves in a special way. Faced with this phenomenon, I can, as Dr. Zhou said, not pay attention to his behavior, but praise those students who have performed well without interference. After a long time, disruptive students will find that they can only be praised by teachers like good students. In this way, he will consciously learn from disciplined students and adjust his classroom behavior. In the long run, those students who don't perform well in class will gradually improve.
Second, improve students' expressive ability.
Students' expressive ability can be divided into three types: oral expression, written expression and behavioral expression. Among them, what students need most in the process of Chinese teaching is the ability of oral expression, which requires students to speak in an integrated, orderly and artistic way. To make our students have this ability, teachers need to guide and train students in the teaching process, and train them by retelling, supplementing and sorting on the premise of ensuring students to listen carefully. For example, when I was teaching Strange Stone, I asked students to collect information about Li Siguang before class. In class, when students report their own information, they ask students to supplement what others say, and use the expression of "I know except what he said" to train students' expressive ability, so that students can try hard and learn more about Li Siguang in the attempt.
In class, don't let your "telling" kill everything that belongs to students! Let them experience, explore and feel, and let students show themselves to their heart's content! In my class, many materials related to the text content are collected by students themselves through extracurricular books, internet, parents and other channels. They often look forward to showing their achievements to everyone. In this way, they are very active in and out of class, which greatly enriches students' knowledge reserves.
Third, cultivate students' thinking ability.
Pupils are quick-thinking, flexible, profound and creative. In classroom teaching, students' thinking training can not be separated from the problems carefully designed by teachers. Classroom questioning directly affects students' thinking direction, and proper questioning helps to improve classroom teaching efficiency. Teachers' questions are "the life of teaching". It can be seen how important it is to ask! The teacher's questioning is an art, and students can say yes if they want to, so as to achieve the purpose of understanding in application. Therefore, in classroom teaching, teachers should be innovative in asking questions and be good at asking questions from a new angle in combination with teaching objectives. The questions raised should be original and unexpected, which can encourage students to seek answers with strong interest. Dr. Tong Xin Zhou from Beijing taught me questioning strategies in class. She said, ". Problems are generally answered, excellent students make up, general students repeat, and potential students repeat; A simpler question. Potential students answer, general students supplement, and excellent students summarize. I think if this teaching strategy is used in our Chinese class, won't the students' learning ability be improved? For example, when I was teaching Autumn Rain, I put forward such a question in combination with the teaching objectives. From what aspects does the text describe autumn rain? Let the potential students answer this question first, maybe the potential students can only answer one or two aspects, such as "the arrival of autumn" and "the color of autumn", then let the intermediate students supplement it, and finally let the excellent students summarize it. In this way, not only students of different levels are trained, but also students can naturally understand the text describing autumn rain from several aspects, thus completing the teaching goal of this lesson.