First, about text teaching.
On the whole, the teaching materials are literary and humanistic, which can not only enrich students' spiritual world, but also enrich students' language accumulation, so they are affirmed and welcomed by teachers and students. However, many teachers and students put forward their own views on skimming teaching and several difficult texts.
(A) many puzzles in skimming teaching
1. Unknown demand. One of the teachers gave a typical feedback: what is the purpose of choosing the language for skimming the text? Just to enrich the theme of the unit? Or learn a few new words and phrases and read the text well? The teachers turned a blind eye to this and just continued to teach one by one. Therefore, some teachers suggested adding after-class questions different from intensive reading texts to clarify teaching requirements.
2. The classroom atmosphere is tense. Most teachers report that it is difficult to finish a lesson by skimming most of the texts. Or because there are too many new words, it can't be bypassed; Or because of the beauty of the text, I don't want to omit it, such as the country of pasture, the courage of flowers, the Tianshan Mountains in July, the Maidi and the eternal eyes of textbook 4 (part two). Or because the length is too long, it takes time to read the text well.
3. "Good" and "slight" are difficult to deal with. To what extent is skimming teaching appropriate? Do you completely reject "intensive reading" and "intensive reading"? This kind of problem bothers the teacher. At present, most teachers unconsciously turn skimming into intensive reading. First, because the text is both literary and beautiful; Second, I am afraid of being admitted. Therefore, the curriculum significance of skimming text teaching has not been well implemented.
A few texts are difficult to learn and teach.
In this regard, textbook 4 (1) mainly focuses on the following items: the characters of Parthenocissus tricuspidata in green Parthenocissus tricuspidata are difficult to understand; Studying for the rise of China is far from the background of the times. Many scientific terms in the Yarlung Zangbo Grand Canyon have become obstacles to feeling the beautiful scenery; The discovery from the map of the world needs the support of students' geographical knowledge. The students are embarrassed to read the translation of White Goose. Textbook 4 (the second part) focuses on the fourth set of texts describing the war.
Second, on the teaching of literacy and writing
(A) the confusion of similar words is more serious.
Students in Grade Four have learned a lot from Grade Three, and they know more words. However, due to the failure to keep up with the rectification, homophones, homophones and homophones are confused. In practice, homographs and homographs have many mistakes. Memorizing new words is no longer a difficulty for children. The difficulty lies in distinguishing and using these new words.
(2) The teaching effect of writing lags behind that of literacy.
In the second phase, the arrangement of teaching materials should be written less and written more. Because it is difficult to guide them one by one, the quality of students' writing has declined. In addition, the new words in special writing textbooks and Chinese textbooks are not unified and synchronized, which leads to teachers' lack of interest in using them, and schools do not attach importance to the construction of writing classes.
Third, about exercise teaching.
(A) about unit exercises
1. Open exercises to challenge teachers. The unit exercises in the textbook are not propositions, just giving the content range, or choosing multiple-choice questions, which is open-ended. Open practice, on the one hand, gives students full autonomy; But on the other hand, it also brings challenges to sports guidance and sports evaluation. Because the homework requirements are broad, teachers can't guide it, and the evaluation criteria are not easy to handle. It is suggested that the textbook should properly strengthen the requirements of exercises. Some excellent teachers can use teaching materials flexibly, find out the points of interest according to the topics they practice, and arrange a series of compositions, which have achieved good results.
2. Improper arrangement. In teaching practice, teachers gradually realize that grasping unit integration is an important strategy to break through the difficulties in exercise teaching: text teaching attaches importance to the study of expression; Guide experience through comprehensive study and strengthen accumulation; Make an oral composition through oral communication. Many teachers think that with the above three foundations, exercise teaching will be "natural". But there is "oral communication" before "exercise", and most of them are "speaking" and "writing". Therefore, the phenomenon of the same exercise content is more serious. In addition, in order to facilitate the implementation of unit integration strategy and break through the difficulties in exercise teaching, it is suggested to change the arrangement of teaching materials. At present, most exercises are set according to the theme of the unit. This setting can help students solve the problem of "what to write", but it can't solve the problem of "how to write". It is suggested that when the textbook is revised, "exercises" should be arranged from the perspective of "how to write".
3. Some units are difficult to write and teach. Generally speaking, teachers and students are generally not interested in unit exercises. Comparatively speaking, "writing novels" is more interesting than "realism". For example, fairy tale writing in Unit 3 of Teaching Material 4 (1) is more popular among teachers and students. The following units are particularly difficult to write: textbook 4 (1) The picture composition of Unit 6 "Better than relatives", students are confused only by looking at a picture, and the quality of practice is poor; The fourth set of textbook 4 (below) gives pictures of war for students to write, because they have no life experience, so they are compiled; The "life" topic in the fifth group (bottom) of textbook 4 is obviously divorced from the age characteristics of students, and the weight is too heavy. The exercises are all empty words. Especially in unit 5 of textbook 4 (1), teachers and students complain about tour guides who write about world heritage. There are six reasons: students' travel experience is pitiful; Students don't know much about tour guide occupation; Students don't know what the guide words are; There are no examples of tour guide words in the article; Students have not visited the World Heritage Site; There are limited ways for students to try to understand the world heritage.
(B) a single form of writing practice.
Many teachers report that the arrangement of small composition exercises in textbooks is relatively simple, and most of them are writing exercises such as "I want to say something to someone". When students write too much, their enthusiasm decreases, and most of them respond with a slogan and an adult sentence or two. This kind of writing practice should be the expression of the text content, and the combination of reading and writing practice is the theme of the text. Can you change your mind and combine reading, writing and expression, that is, learn how to write from the text and write the same kind of content?
Fourthly, about comprehensive learning.
As far as the implementation effect is concerned, the four comprehensive studies arranged in grade four are better than those in grade three. Mainly because the topics arranged are close to students' lives. Specifically, students are more enthusiastic about participating in the fairy tale project in unit 3 of textbook 4 (1). The growth story of Unit 7 is relatively poor. The main reasons are: students are not interested in their stories because they don't know great men and celebrities; Familiar people are ordinary people, and it is not easy to find the growth story. Textbook 4 (2) arranges two topics: "Going into the countryside and loving the countryside" and "Enlightenment from nature". The content is within reach, but it is also quite laborious to implement. The main reason is that students turn a blind eye to the surrounding nature and turn a deaf ear, which requires teachers to carefully design and actively guide.