Primary school Chinese teaching is a basic subject in basic education, and it is also a subject full of emotion, personality and easy to stimulate imagination and innovative thinking. The discovery of "details" often becomes a clever breakthrough point in our Chinese teaching; Grasping "details" often becomes a generative resource in teaching. Indeed, "a drop of water can reflect the brilliance of the sun", paying attention to every detail of children's behavior in class, scrutinizing every detail of teachers' guidance in teaching, and appreciating and pondering in the details can make the classroom full of charm.
Teaching details can be made. On the surface, some details are obtained by hand and improvisation, but in essence they are ingenious and deliberately arranged. Behind it is an idea, which is the embodiment of thought. Although we can't predict what the class will produce, at least we can preset some details and some wonderful things.
I think the details of teaching design are due to the profound understanding and grasp of teaching materials, students and environment, as well as the effective combination and utilization of various teaching resources. Not a superficial "show"; It is not a "work for the occasion" designed for the deliberate pursuit of "bright spots"; It is not impossible or unnecessary to mystify it. It is a natural and ingenious situation creation after a deep understanding and grasp of the text.
With the implementation of the new curriculum reform, our teachers should change their roles in the classroom, so that students can become the masters of the classroom. Teachers should also actively guide them to create a situation in which students can discover, explore and solve problems, fully mobilize the enthusiasm of students, let students ask questions actively, and give full play to their main role.
Teachers should also cultivate students' good study habits imperceptibly. Before the lecture, the teacher skillfully designs some questions, so that students can preview the text with questions, and at the same time take notes on unfamiliar words, sentences and things, so that students can really integrate into their studies. Of course, in order to make students really understand it, our teachers should create a good classroom atmosphere, build a democratic and equal management mechanism in classroom teaching, liberate the "indoctrination" teaching in children's minds, let students ask questions boldly, think positively and learn Chinese lessons in a relaxed and happy environment.
Reading is the main body of Chinese teaching, and the focus of reading teaching in primary schools is to cultivate the ability of feeling, understanding, accumulation and initial application. The focus of each year should be: to cultivate reading interest in the lower grades; Learn words by reading; Understand the meaning of keywords by reading aloud and using pictures; Accumulate words. In the middle grade, strengthen reading aloud; Practice silent reading; Learn to understand words, sentences and paragraphs in various ways; Grasp the main content of the text and experience thoughts and feelings; Learn to skim, have a rough idea; Experience the expression effect of words and understand some expression methods; Get into the habit of reading books and newspapers. Senior students can further improve the speed and quality of reading, understand the meaning, emotional color and expression effect of words and expressions; Try to figure out the narrative order of the article and understand the basic expressions; Learn to read articles in different styles, such as poems, narratives and expositions; Learn to browse, collect and process information as needed. Our teacher should take students to read, starting with extensive reading to understand the main idea of the article, and then going to intensive reading to solve students' problems in the process of reading, so that they can truly appreciate the beauty of language and how to express their inner world with the most appropriate sentences.
Innovation is the theme of the times. Teachers should stimulate students' innovative spirit and fully understand students' innovation, instead of treating students' new ideas with an adult's eyes and strangling people with innovative talents in the cradle. To cultivate students' innovative consciousness, we should also start with our classroom education. Teachers should adopt flexible and diverse teaching methods, encourage students to question, develop students' thinking of seeking differences, and train a group of innovative talents for the motherland. At the same time, when preparing lessons, teachers should not be eager to ask the teaching staff for advice, lack independent thinking, read the text, read it, enter the situation, forget themselves, immerse themselves in the artistic conception of the text, express their feelings, experience, appreciate, be intoxicated, share their joys and sorrows with the author, and get carried away. Only in this way can we have a new understanding in teaching, avoid the phenomenon of the same lecture content, and also play an exemplary role in cultivating students' innovative consciousness.
Chinese teaching in primary schools is very important. When teaching, teachers should also pay attention to their own standard Chinese pronunciation and create a good environment for children. Primary school is the most important stage for students to learn Chinese well. We should encourage students to watch more news, cartoons and children's programs so that they can learn standard Chinese pronunciation on TV programs. In addition, more poetry recitation competitions can be organized to make children fall in love with Chinese in activities. Teachers' blackboard writing should also use regular script and be neat, so as to be the leader of students' handwriting practice. Teachers should also evaluate students' performance. We can often see this phenomenon. Many teachers can't make proper evaluation in time in the face of students' enthusiasm in teaching, which leads to students' depression and even don't want to speak again.
Finally, we should fully trust students and establish a good teacher-student relationship with them. They are teachers and students, elders and juniors, and friends. Establishing a good relationship between teachers and students is the premise of improving the quality of school education. Good teacher-student relationship is the necessary guarantee for the effectiveness of education and teaching activities. From the teaching task, it is the relationship between responsibility and obligation, and from the interpersonal relationship, it is an equal relationship. Primary school Chinese is not only a basic subject in basic education, but also a subject full of emotion, great personality and easy to stimulate imagination and innovative thinking. The discovery of "details" often becomes a clever breakthrough point in our Chinese teaching; Grasping "details" often becomes a generative resource in teaching. Indeed, "a drop of water can reflect the brilliance of the sun", paying attention to every detail of children's behavior in class, scrutinizing every detail of teachers' guidance in teaching, and appreciating and pondering in the details can make the classroom full of charm.
Teaching details can be made. On the surface, some details are obtained by hand and improvisation, but in essence they are ingenious.
Chinese teaching experience in primary schools: Fan Wen's second language is a general term for listening, speaking, reading, writing, translating and editing, as well as language knowledge and cultural knowledge. In my opinion, Chinese is not only a discipline, but also an art and a science. Chinese attracts me deeply with its unique charm. Out of my love for Chinese, I chose to be a Chinese teacher.
In the years of teaching, after continuous practice and summary, I have a little experience and understanding of Chinese teaching.
First of all, let students become the masters of the classroom.
In the process of Chinese teaching, teaching and learning are mutual objects and prerequisites. In traditional teaching, teaching occupies an absolute dominant position. I still remember that in my early days as a Chinese teacher, I always adhered to the traditional teaching mode because I had no experience. After the feedback of teaching results, I found that this kind of teaching can't get good results. So, I began to try new teaching methods. Classroom is the intersection of teachers and students, so the arrangement and control of classroom is the most important thing in teaching. Let students become the masters of the classroom and give full play to their dominant position. This is not only a change in teaching status, but also a change in learning attitude. Students no longer keep themselves out of the classroom, but take the classroom as their own responsibility, give full play to students' subjective initiative, fundamentally change their learning attitude, and thus receive unexpected teaching results. Therefore, in the specific teaching process, I think we must do the following:
1. Grasp the key knowledge points in the textbook, guide students to think closely around these important knowledge points, and make students have clear knowledge to pursue their goals.
2. To improve students' interest in learning, we should pay attention to the close combination of knowledge and real social phenomena and life, so that students can feel that what they have learned at the moment is useful, rather than wasting time drifting with the tide.
3. Let students have time and space to fully show themselves in class, so in the arrangement of class, students should be given the necessary time.
4. Combine teachers' guidance with students' thinking, static and dynamic, knowledge theory with practical operation, in-class and extracurricular activities to stimulate students' interest in learning and make the classroom a stage for students.
Second, cultivate students' innovative ability.
Speaking of innovation ability, this is actually an enduring topic. From all walks of life, we can see the importance of innovation and the exchanges and cooperation at home and abroad. The cultivation of innovative ability has become another important task for cultivating students. In fact, every student is a small expert in innovation, but he has absorbed ideas in his study year after year. What teachers should do is no longer to unify students' understanding of things and texts, but to encourage students to imagine boldly and describe their understanding with their feelings. In the process of teaching, I often think further because of a classmate's casual idea, so as to realize the meaning that I have never realized before. This is actually a process of learning from each other. While cultivating students' innovative ability, it also broadens teachers' thinking. To cultivate students' innovative thinking, we should specifically do the following:
1. Create a democratic atmosphere and induce students to innovate. Modern educational theory holds that the most fundamental educational communication between teachers and students is the complete interpersonal understanding and communication between them, and it is the most subtle mutual contact between people. Teachers should have zero-distance contact with students and establish a democratic and harmonious relationship with them. Only in this way can we create a harmonious and simple learning atmosphere, and students can form an enterprising and rich attitude towards life and emotional experience, so that students can enjoy the happiness of learning and experience equality, democracy, respect, trust, friendliness and understanding in the learning process.
2. Stimulate students' interest in learning and lay the foundation for innovation. We often say that teachers are interested. More than that, interest is a psychological tendency of yearning, infatuation, enterprising exploration and pursuit of things. It is a special tendency of consciousness, the emotional motivation of students' learning, the source of curiosity, the internal motivation of directly promoting learning, the starting point of cultivating innovative ability and the key to successful learning. In Chinese classroom teaching, we should use teaching materials flexibly according to the needs to arouse students' interest in learning, stimulate students' interest in learning, and let students become the masters of learning, thus cultivating students' innovative ability.
3. Guiding students to question boldly is an important means of innovation. In Chinese teaching, it is an important means to cultivate students' curiosity, encourage them to think positively and guide them to ask questions boldly.
4. Cultivating students' divergent thinking is the key to innovation.
These are some of my experiences and feelings in teaching practice. I think Chinese teaching is actually the communication between teachers and students. In teaching, there will be such problems. I will gradually improve my teaching methods and skills through continuous exploration and communication with other teachers. Because of my love, I believe I can do better.
Experience of Chinese teaching in primary schools: Fan Wensan I. Problems in Chinese teaching in primary schools under the background of new curriculum reform
The implementation of Chinese curriculum reform in primary schools has made great progress in teaching objectives, textbooks, teaching models and teaching methods, but there are still many problems in Chinese teaching in primary schools.
1. Teachers' teaching concept is outdated and teaching design is unreasonable. At present, some teachers' requirements for Chinese teaching in primary schools are still inaccurate, the teaching concept is outdated, the teaching design is unreasonable, and the pre-class design and after-class design are ignored, which can not effectively and correctly guide primary school students and enhance their interest in learning.
2. Teaching materials are divorced from students' reality, and students' interest in learning is not strong. At present, most primary school Chinese teaching can set textbooks according to the characteristics of students of different grades, but the situation that textbooks and themes deviate from the actual life of students still occurs from time to time, ignoring the personality characteristics and psychological characteristics of primary school students, which exceeds the level of mental growth and life experience of primary school students, making primary school Chinese teaching seem boring.
3. The teaching mode lacks innovation, and the teaching methods and means are single. The new curriculum reform emphasizes the cultivation and development of students' learning autonomy, innovation ability and application ability. In response to this requirement, many attempts have been made in Chinese teaching in primary schools, but on the whole, the traditional teaching mode has not been fundamentally changed. In addition to the disadvantages of formalization, autonomous cooperative inquiry learning also has the problem of too laissez-faire teaching. Although some teachers emphasize students' independent cooperation and exploration in teaching, they don't have concrete and substantial materials and effective classroom organization. Some teachers give all classes to students, and no matter what teaching materials are used in group cooperative learning, teachers' leading role can not be effectively played. Teaching methods and means are lack of innovation, and the means are single. Teachers lack initiative, just choose old teaching methods to manage students, the teaching atmosphere is dull, Chinese teaching is boring, students' initiative and creativity can not be stimulated, and the teaching effect can not be improved.
Practical exploration on improving the effectiveness of Chinese teaching in primary schools under the background of new curriculum reform
According to the concept of new curriculum reform, Chinese teaching in primary schools should respect students' individual differences, pay attention to cultivating students' awareness of autonomous learning, stimulate students' interest in learning, improve students' Chinese application skills and cooperative innovation skills, and improve the effectiveness of Chinese teaching in primary schools. We can start from the following aspects.
1. High-quality lesson preparation and reasonable textbook design are the premise for teachers to carry out teaching and the basic work for improving the effectiveness of Chinese teaching in primary schools. Teachers should compile high-quality courses according to curriculum standards and teaching materials. First, we should thoroughly understand the teaching materials, study the students, set up flexible classroom teaching materials from the students' learning interests and psychological characteristics, and scientifically make teaching courseware to arouse students' learning interests. Second, we should study the needs of students with different development levels and personality characteristics, and choose textbooks that are full of the flavor of the times and closely related to students' lives, so that students can feel the knowledge of Chinese in life. Thirdly, reasonably design teaching, create opportunities for students' autonomous learning, pay attention to activity design, and let students fully display in activities.
2. Create multiple teaching situations to stimulate students' interest in learning Chinese. Under the background of the new curriculum reform, teachers should update their teaching concepts, create teaching situations in various forms, stimulate students' thinking, exploration and innovation, create a classroom atmosphere of "equal communication between teachers and students and * * participation", give full play to students' initiative and creativity, and improve the efficiency and quality of classroom teaching. First, focus on students' all-round and long-term development, teach students in accordance with their aptitude, create various situations according to their individual differences and learning needs, guide students to define their learning goals, and encourage students to explore suitable methods independently. The second is to create rich teaching situations to stimulate students' enthusiasm for active participation and learning. Through cooperation, competition and mutual inspiration among students, students' innovative thinking can be tapped, so that students can master Chinese knowledge in interaction and improve their thinking ability. Thirdly, according to the textbook, we should scientifically set up related activities, adopt flexible and diverse teaching methods, carry out diversified game teaching and participatory teaching, carry out competitions, group discussions and other activities, implement innovative management, let students fully participate in the teaching process and improve their ability to solve practical problems.
3. Make full use of multimedia teaching, innovate Chinese teaching methods and means, adapt to the development and changes of curriculum standards, and improve the effectiveness of Chinese teaching in primary schools. It is necessary to constantly innovate and improve teaching methods and means. In teaching, teachers should not only use the method of "playing games and telling stories", but also make full use of the advantages and functions of multimedia teaching methods to improve classroom teaching efficiency. Multimedia teaching methods can not only increase the classroom capacity, but also turn the abstract into concrete, making the teaching materials more vivid, vivid and concrete, helping students to gain a clear perception, better understand and master Chinese knowledge, and stimulate students' initiative and initiative in learning Chinese.
Through the research on the subject of "Theory and Practice of Effective Chinese Teaching in Primary Schools", I understand that the effectiveness of classroom teaching has become a subject worthy of summing up and reflecting on the road of curriculum reform. It is the goal pursued by teachers to make more scientific use of the time inside and outside the classroom and guide students to actively participate in improving classroom teaching efficiency.
First, a correct understanding of the effectiveness of classroom teaching
Different views on efficiency have different results. What kind of classroom is efficient? Can students learn? Can they solve problems creatively? How wide and deep do they think? Students have different levels of learning. Whether the answer is correct or not is not a yes or no, but more importantly, it is good or bad.
At the same time, it should be clear that a good class is not only qualitative, but also quantitative. If the teacher talks too much in a class, but the students know very little, it is not a good class. If a class only lets students learn to discuss a small problem, it can't reach the most basic teaching goal, and it can't be regarded as a good class. High-quality classroom requires teachers not only to achieve teaching objectives, but also to teach according to the actual situation of the classroom.
Second, arrange students to preview in advance to get twice the result with half the effort.
In the Chinese syllabus, it is clearly put forward that students' autonomous learning habits and potential should be cultivated, which is especially reflected in extracurricular preview. By collecting, sorting, reading and thinking about relevant learning materials, students can get a lot of information related to the text and lay a solid foundation for learning the text. More importantly, in the preview process, students are familiar with the text, learn new words and understand the meaning. Classroom teaching has reduced too much time, and teachers must correct, guide and consolidate before they can achieve the teaching goal, which is really twice the result with half the effort.
Third, a reasonable allocation of classroom teaching time
The meaning of efficiency refers to the amount of work completed and the income obtained in unit time. In fact, a class lasts for 40 minutes, and normal people can really concentrate for only about 20 minutes. This is why teachers should pay attention to the key points in lectures, and it is also the reason why classroom teaching is gradually adjusted at this moment.
Because we find that children can't concentrate for 40 minutes, when is the most efficient 20 minutes for each child? Are these 20 minutes concentrated or scattered? So what we need to do is not to concentrate for 40 minutes with 100% attention, but to let the child develop her potential within 20 minutes.
This is related to the teacher's teaching arrangement, so we should pay attention to some time constraints when designing teaching plans. Continuous long-term study can easily make students feel bored, so in the process of teaching activities, we should pay attention to setting the time that really works for students to learn knowledge, form potential and improve their consciousness, and make full use of these time.
Reasonable allocation of teachers' activities and students' class time. Teachers are full of mouths, or blindly ask students to be independent, cooperate and explore, which wastes classroom teaching time.