First, the problems in Chinese teaching
Especially in traditional composition teaching, there is a common problem that not only affects children's interest in writing. But also let the child's language level not be improved. That is, teachers only pay attention to let students understand the content of the model essay, but ignore the real situation that the author wants to express in the model essay.
Just like many Chinese teachers, their teaching methods are mostly "wearing new shoes and taking the old road". Even though the outdated teaching plan has been updated, they still explain it in a formulaic way according to the six sections of Fan's background, article analysis, central idea, paragraph effect, author's life introduction and writing characteristics, which makes most students feel that the whole classroom is lifeless and abstract. It also makes students unconsciously hate composition more and more, and lose interest in learning more and more. It also makes the original colorful composition class more boring and becomes like a "graffiti class" where the teacher just perfunctory.
Moreover, most primary school teachers never consider students' psychological state and emotional world when writing composition questions for students. They use formulaic tutorials and textbooks to write composition questions that students are not interested in and don't want to understand at all. In this way, students can't write and lose confidence. Because most of the composition topics are uniform and old-fashioned and not novel enough, some students copied them.
Second, the specific methods of Chinese teaching in primary schools
1. Set vivid teaching situations to let students learn in happiness.
Interest is the best teacher. Only when students are interested can they have a strong thirst for knowledge and take the initiative to learn. In Chinese classroom teaching, I strive to make students become lively, interested and willing to learn in Chinese learning, thus improving students' Chinese literacy.
For example, in the teaching of "ornithology art", I carefully made pictures of various birds before class. When introducing the new lesson, I told the students by story introduction that the teacher invited a group of lovely bird friends to their side today, and then showed them pictures and posted them on the blackboard. The students were immediately attracted and their interest in learning was stimulated. On this basis, the theme is revealed. This kind of teaching will make it easier for students to enter China and expand their imagination. Compared with simple narration, it can stimulate students' spirituality and open the door for students to learn.
2. Mobilize students' multiple senses and let them fully display themselves.
The new curriculum standard emphasizes that teaching activities are bilateral activities between teachers and students. Therefore, teachers should skillfully set questions in class, guide students and inspire their ideas, and students should acquire knowledge through their own activities. Therefore, the protagonist on the classroom stage is not a teacher, but a student.
Without students' active participation in classroom teaching, it is impossible to have high quality and high efficiency. Psychologists believe: "Only by constantly inspiring students to find and solve problems by themselves, can students always be in the best learning state of actively exploring knowledge and seeking answers."
For example, in the teaching of "the art of ornithology", after revealing the topic, I let the students ask questions around the topic first, and then let the students teach themselves the text with questions, draw the answers to the questions as straight lines, and mark the places they don't understand with question marks. Self-study requires students to think and do while reading. Training students' hands, words and brains in this way can encourage them to give full play to their wisdom and ability, master knowledge and form skills in autonomous learning. Therefore, in classroom teaching, only by fully mobilizing students' multiple senses and allowing students to learn in an all-round way can we stimulate students' enthusiasm for learning, improve students' participation rate and make Chinese classroom full of vitality.
3. Show various forms of reading aloud to make classroom teaching "live".
Every text in the primary school Chinese textbook is a masterpiece with both literariness and aesthetic feeling. Its wonderful context description, exquisite language use, profound ideological expression and unique opinions are all important contents to guide students' perception. Let students read aloud repeatedly in various forms, such as reading contest, organizing reading club, reading club, writing feedback, etc., so as to explore the wisdom potential of each student and give play to their skills. In the process of reading aloud, understand the content, accumulate words and phrases, and gradually improve the reading ability and students' writing ability.
For example, when I teach the art of ornithology, I ask students to focus on reading and guide them to read the languages of various birds repeatedly, so as to realize their inner thoughts and attitudes towards learning art, and at the same time, on the basis of their feelings, let students write and perform teaching materials and plays. Their vivid images, rich and vivid language and unique expression techniques reflect their understanding of the text content. This kind of teaching allows students to choose the essence of their reading comprehension and express it concretely, so that they can be further sublimated in their own evaluation.
4. Pay attention to timely reflection and adjustment of teaching methods in class.
In fact, teaching reflection is not for people to see, but for improving their teaching level, for this crop of children, for their own responsibilities. Reflect on what?
(1) We can reflect on our success. For example, the practice of stimulating the vibration effect between teachers and students in teaching, some wonderful answers from teachers and students in class, students' arguments and so on. And the experience of teaching methods and principles in the form of papers.
(2) We can reflect on our mistakes. For example, whether the creation of problem situations gives students room to think; Whether the organization of learning activities is conducive to students' autonomous learning; Whether to pay attention to the development of students' emotions, attitudes and values; Whether students are interested in learning and so on.
(3) You can reflect on students' opinions. Some students' original ideas are like sparks of wisdom, which can not only inspire their peers, but also have a good effect on teachers' teaching. For example, students' unique insights, students' wonderful answers and students' innovative thinking in class all stem from their unique understanding of the text and their unique feelings about the world. They are rich and valuable curriculum resources and valuable teaching materials that teachers can use.
It takes three generations to make a gentleman. The realization of teaching effectiveness in knowledge and skills, process and method, emotional attitude and values has a gradual process from timely to delayed, from short-term to long-term, from explicit to implicit. Effective teaching is the fundamental way to promote students' long-term development. I believe that with everyone's efforts, our teaching can pay more and more attention to practical results and become more and more vital. May every class become a flying sky for teachers and students!
5. Guide reading methods, cultivate self-study ability and enhance students' learning autonomy.
Learning to learn is one of the important goals of subjective education. The purpose of strengthening learning guidance is to improve students' learning enthusiasm and scientificity, master correct learning methods, cultivate students' learning ability, enhance students' learning effect, provide concrete help for students, and make students give full play to their subjectivity.
Mr. Ye Shengtao, a famous educator, said: "Students should be able to read and write, and special Chinese classes should be held to train them. The ultimate goal is to read by yourself, without waiting for the teacher to speak; I can write it myself without waiting for the teacher to change it. " In reading teaching, students should internalize reading methods into abilities, and can transfer and use them to read independently.
The starting point and destination of reading method guidance is to make students willing to read, willing to read, know how to read and be good at reading. Teachers teach students reading methods and skills, improve students' reading enthusiasm and efficiency, make students experience the joy of success, and finally regard reading as a spiritual need, showing strong independence, autonomy and creativity. The reading methods that primary school students should master are: understanding words, understanding sentences, segmenting, summarizing paragraphs, summarizing main contents, summarizing central ideas, understanding writing characteristics, reading aloud, silently and reading extracurricular books.
6. Outward bound training
Chinese classroom teaching is limited by time and space, which often affects the reading comprehension of some texts. In teaching, if teachers can pay attention to the extension of classroom teaching and combine Chinese teaching with social activities, that is, to cooperate with the text and carry out investigations, visits and interviews, students' interest in learning Chinese can be better cultivated. Don't stick to one pattern, embrace the happiness of knowledge. The accumulation of knowledge is also an effective way to cultivate students' interest in learning.
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As the saying goes, "the deeper you know, the greater your influence." Usually, we find that students' grades are polarized, and this is the reason for good and bad grades. It is necessary to create certain conditions for students to face certain tasks in participating in practical activities and cultivate their thirst for knowledge in the process of completion.
The psychology of primary school education tells us that primary school students have strong thinking in images, poor logical abstract thinking, strong imitation ability and poor independent creation ability. It is not only necessary but also necessary to imitate moderately and learn from others' experience. Students can build a beautiful book of words and phrases, extract the good words and sentences they meet when reading in and out of class, and let them have fun with knowledge. Developing various interest groups can not only give full play to the beauty of knowledge, but also make students realize their lack of knowledge and promote the development of students' interest in learning.