Educator Mr. Ye Shengtao said: "Teaching is for not teaching." To achieve this goal, we must pay attention to cultivating students' ability. Give the students the key to the door of knowledge, let them walk into the hall of knowledge and dig the treasure of knowledge.
First of all, we should admit the differences. Different students can have different abilities.
Due to different environmental conditions, foundations and personal hobbies, there are individual differences among students. Quality education recognizes differences and strives to make every student develop through educational means. In accordance with the principle of teaching students in accordance with their aptitude, students with learning difficulties should be given special help to encourage them to teach individually in different forms, so that they can establish the spirit of active learning. Only in this way can they be implemented for everyone. Teachers should adhere to the "syllabus" in teaching, and should not arbitrarily raise teaching requirements, otherwise it will hurt students' enthusiasm for learning Chinese, expand individual differences and lead to "polarization".
Chinese is the basis of learning other kinds of knowledge, which all students must master. In classroom teaching, we should not only pay attention to a few top students, but also to the whole class. Collective education should be reduced as much as possible, so that students can study freely and understand the text. In this way, introducing self-study into the classroom is not only conducive to mobilizing students' learning enthusiasm, but also conducive to cultivating students' self-study ability. Teachers can be liberated from the "infusion" education, spend more time on individual counseling, pay attention to "face" and "point", and realize the "guidance" of teaching students in accordance with their aptitude.
Secondly, we should take students as the main body and stimulate students' interest in learning Chinese.
Taking students as the main body and giving full play to their subjective initiative should run through the whole education process. In the practice of participating in Chinese activities, students will understand the laws of language and perceive life and society. Our Chinese teaching will take on a brand-new situation, and students will change from "asking me to learn" to "I want to learn". Therefore, when designing classroom teaching, teachers must reflect students' active position in all aspects, create scenarios and give full play to students' main role according to their cognitive laws of learning Chinese. Students should actively think and ask questions, solve problems and express their opinions boldly under the inspiration of teachers. Teachers should advocate and encourage students to ask and answer questions, and guide them enthusiastically. Through advocacy and encouragement, students dare to ask and answer; Make students good at asking and answering questions through guidance. After a long time, students can form the habit of asking questions. In classroom teaching, the more students dare to ask and answer questions, the more they can give full play to their main role and stimulate their interest in Chinese.
For example, when I met Cai Huangong in Bian Que, I first told the students a story of "coming back from the dead", and then said that now we should learn a story of "being afraid of illness and avoiding medical treatment". Please tell the students who are afraid of illness and avoid medical treatment. How should he "avoid illness and avoid medical treatment"? Students have been awakened by the story of "coming back to life", and now they are afraid of illness and medical treatment. They naturally find it interesting, so they read the text against their notes and understand the main idea of the story, and naturally they finish it. Before this class, I also arranged for several students to play different roles. After several revisions by teachers and students, I finally showed the story to the whole class in class. I remember that class happened to be my open class. After this setting, the classroom is very active and students think it has benefited a lot.
For example, in the class of teacher Wei Wei, I asked, "This article has written eight things, which one is the most detailed?" Almost the whole class can answer accurately. So I asked the students to start thinking: "Imagine what Teacher Cai might say in a letter to Wei Wei who was wronged at that time?" It is difficult to restrain the students from saying a word, but no matter which student's answer deducts "comfort" and "assistance", no one is out of line. Students can understand why "I" will never forget this matter when I was a child, and naturally tell the reason why this matter should be written in detail.
When I was teaching Charcoal Man, I asked my classmates to listen to my story with their eyes closed. Then a picture appeared in front of me: on a distant mountain, there was an old man with white hair and a wooden knife in his hand, struggling to cut wood. Split, split, split a big load and stumbled into the charcoal kiln at the foot of the mountain. I don't know how long it took, and I don't know how many loads I picked. Finally, I filled a small kiln and he started to light charcoal. After a while, the smoke was rolling, and the old man couldn't open his eyes and kept coughing. The dusty face was smoked like soy sauce, and the hands were as black as ten charcoal sticks. How tired and dirty! Why do people so old do things that they can't do themselves? In such a cold day, the old man is still wearing such thin clothes, and the food for tomorrow has not yet landed! The poor old man got a good price for his charcoal. Although his clothes could not keep out the cold, he hoped it would be colder. Heaven seems to be moved by the sincerity of the old man, and sure enough it snowed heavily. It seems that the old man can get what he wants, but will the result really come true? Under my guidance, the students all feel sad for the hard life of the old man, eager to read and study this article seriously.
It can be seen that giving students "doubts", stimulating students' interest in learning, fully inspiring and mobilizing students' thinking and imagination will enable students to better master knowledge and improve their ability.
Third, teach students learning methods and cultivate their self-study ability.
As the saying goes, "the master leads the door and practices in the individual." To lead a student into the door, a teacher should first teach students learning methods, such as how to take notes between books: 1, edit chapter code 2, edit chapter code 3, find new words, then look up the dictionary, look up the dictionary 4, underline doubts 5, underline key points 6, write an outline 7, summarize the center 8, and analyze writing skills.
In addition, students should be instructed how to read the text, how to take class notes, how to correct themselves, how to correct each other, and how to write comments. ...
In this way, we can teach students learning methods, cultivate self-study ability, let students open their own learning and improve their ability in self-study.
Finally, we should attach importance to the cultivation of students' listening, speaking, reading and writing abilities.
Mr. Ye Shengtao once said: "Speaking is language, writing is writing, and writing is based on language, so it cannot be biased. Therefore, we should pay equal attention to listening, speaking, reading and writing. We should recite the text and practice writing. Because of reading and writing, we ignore listening and speaking and pay no attention to training. It can be seen that the four abilities are interpenetrating and interconnected. Listening and reading are absorption, and speaking and writing are expression. This is like the four legs of a table, which are indispensable. Therefore, in training, we should have a reasonable layout and arrange a reasonable "order".
Say "listen" first. Listening ability is one of the most important ways for people to obtain information, and it is also one of the abilities that a normal person uses most in his life. If the ability and quality are not high, they will "listen without hearing", "listen without hearing" and even "do the opposite". Teachers should design a reasonable "sequence" from easy to difficult in teaching, and then use various teaching methods to guide students to improve their listening quality step by step.
From the first grade, teachers should strive to improve students' listening awareness and guide students from the unconscious listening state to the conscious listening state. In order to concentrate students' attention, we should put forward clear requirements before listening and give timely feedback after listening, such as guiding students to pay attention to the speeches of classmates and teachers, listening to the radio and stories carefully, and training students to listen to the information correctly and completely, so as to "understand each other's meaning" and "not leak the main content". I often let students listen to questions in teaching and then answer them; Sometimes there are good test papers, I won't copy them to students, but let students listen to me read the questions and then do them orally. This method has achieved great results.
Grade two: focus on training students to compare and summarize the information obtained in listening, so as to "grasp the center and main points", and take notes while listening according to different styles or "listen clearly to the people or things written", "grasp the characteristics of the things explained" or "listen clearly to the author's views and reasons". For example, when I was in Suzhou Garden, I asked the students to listen to the tape twice. After listening to the second time, I wrote down the key sentences, and then I said the style of this article, the overall characteristics of Suzhou gardens, what aspects the article elaborated around this characteristic and so on.
Grade three: train students to analyze, compare and distinguish after hearing the debate (or discussion), and "hear the differences of different opinions"
Take Shuo as an example:
First-year students are required to be generous, articulate and loud, and be able to tell one thing clearly, such as telling stories, retelling texts, telling good people and deeds in the class and so on.
The second grade requires students to speak clearly, methodically, clearly and coherently, and make appropriate comments, such as commenting on things in the class, explaining and introducing things, and so on.
Students in Grade Three require accurate, concise, fluent and rich expressions, and can make impromptu speeches and debates. Such as oral actions, small debates, etc.
In the whole junior middle school stage, teachers should pay attention to the educational factors in textbooks and life, make full use of various teaching methods, persevere, persevere, carefully design, conduct listening and speaking training in an orderly way, and organically combine purposefully with writing, so that the way of writing will be wider.
In short, it is impossible to cultivate students' ability to "eat a fat man in one breath". There is a gradual process, just like a child's growth process: first ask his mother to "hug him", then "hold him" and finally "walk by herself".
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