Primary Chinese Classroom Papers 1: On the Art of Primary Chinese Classroom Teaching
In recent years, the curriculum reform of basic education has been deepened in the primary and secondary education stage. The rectification of traditional teaching methods and ideas and the new teaching requirements under the new curriculum standards not only have a breakthrough significance for the teaching concept of the whole basic education curriculum, but also set up new ideas for the two subjects in the teaching process-teachers and students. Role positioning? . Classroom teaching, especially Chinese teaching, has always been closed. Teachers are always in the leading position in classroom teaching activities, and students only complete the task of learning and mastering specific knowledge in class, so it is difficult to give full play to their innovative consciousness and subjective initiative. Under the guidance of this concept, the implementation of classroom teaching often excessively strengthens the subjectivity of teachers. Teaching? Moreover, students' learning activities are carried out in the basic way of obeying the teacher's teaching design, and the established role is clear, what's more? Teaching? With what? Study? Communication and communication in a deep sense.
According to the concept of teacher-student interaction in classroom teaching elaborated in the new curriculum teaching design, classroom teaching interaction includes teacher-student interaction and student-student interaction. Among them, teacher-student interaction is an important form of classroom interpersonal interaction? ,? Teacher-student interaction in classroom teaching refers to all the interactions and influences between teachers and students in the time and space of classroom teaching? ,? Teacher-student interaction is dynamically manifested as interaction, mutual communication, mutual communication and mutual understanding between teachers and students, which is a continuous and two-way process. In the interaction, both teachers and students are free subjects with independent personalities and are in a positive state? . Thus, interactive classroom teaching first requires teachers to respect students' subjectivity, make students realize that they are also the main body in this learning activity, and students' subjective initiative can be fully exerted in classroom learning activities. Secondly, teachers are also required to appropriately expand the teaching content, use teaching materials instead of sticking to teaching materials, and link the text content with real life, thus reconstructing teaching materials and teaching content.
First, the theoretical factors of teacher-student interaction
1. Openness of classroom teaching
Chinese Curriculum Standard for Compulsory Education emphasizes that Chinese curriculum should be open and dynamic. The closed Chinese curriculum tightly binds students' vision to the prescribed textbooks and classrooms, which makes students' Chinese learning divorced from the rich Chinese life, and also makes the learned Chinese knowledge unable to be effectively projected to students' daily needs, and classroom interaction is even more impossible to reflect. ? The open Chinese course is based on students' Chinese life, emphasizing the communication in and out of class, developing curriculum resources, closely linking teaching materials with real life, advocating independent, cooperative and inquiry learning methods, emphasizing the interaction between teachers and students and the course text, emphasizing the construction of the course by teachers and students, and emphasizing that the teaching process is the process of interaction between teachers and students, and developing together? .
The openness of classroom teaching, specifically, should mainly include the openness of teaching content and teaching methods. When teachers teach a certain class, the knowledge goals and ability goals set for students should not be limited to the content of this class, but should expand the knowledge content and give students more extensive knowledge in combination with related topics. The openness of teaching methods is mainly reflected in the openness of guiding students' classroom knowledge, and should not be limited to the traditional teacher asking questions and students answering them. Instead, we should make students fully aware of their subjectivity in classroom teaching activities, allow students to have their own time to think, allow students to put forward their own independent opinions, and encourage students to ask questions and question. Only by guiding students to extend Chinese lessons to extracurricular activities independently can we get better learning results, make teachers and students fully interact and realize teaching objectives in teacher-student interaction.
2. Classroom teaching is very interesting
Interest is the best teacher, especially in primary school Chinese class, and interest and emotion often dominate. As a humanities subject, Chinese can best explore and cultivate people's aesthetic taste and inner feelings. In Chinese teaching, especially when establishing teaching objectives, this inherent function of Chinese is regarded as? Emotional goals? Make it clear.
In primary school Chinese teaching activities, it is easy to stimulate students' interest by involving students with multiple senses. Therefore, in Chinese teaching activities in primary schools, in order to guide students to master the knowledge in Chinese textbooks and arouse their enthusiasm for learning Chinese, it is necessary to make the Chinese classroom interesting, and make the classroom teaching form and teaching content as novel, interesting and vivid as possible. This interest is of great significance to the generation of classroom effect of teacher-student interaction. Teachers explore the interest of designing teaching content, students are interested in teaching content, and students' initiative in learning will be improved. Teachers' active guidance and explanation and students' active learning and exploration are all important conditions for the interactive operation between teachers and students in the classroom.
In addition, teachers must pay attention to: whether it is teaching form or teaching content, while enhancing its interest, teachers must? Teaching students in accordance with their aptitude? Facing students of different age classes and different sensory characteristics, the fun of their design must meet or suit them. Only in this way can we stimulate students' interest in learning from various types, levels and angles, and then better realize the interaction between teachers and students in classroom teaching activities.
3. Improve students' subjectivity
To reflect the interaction between teachers and students in classroom teaching, teachers and students must be clear about their position and role in this teaching activity. In Chinese teaching in primary schools, teacher-student interaction is integrated with Chinese knowledge inheritance, Chinese character training and Chinese teaching management. The formation and effective operation of its activities depend not only on teachers' excellent educational methods, proper knowledge guidance and effective learning supervision, but also on students, as another subject in classroom teaching activities, giving full play to their learning initiative, being willing to learn, being diligent in thinking and being brave in self-discipline. In the whole teaching process, students are the recipients of learning activities, and teachers provide various conditions for students' understanding and development, so that students can think and know themselves through various teaching means and tools? Should I learn? And then what? How to learn? Make them gradually change from being willing to learn to being fond of and able to learn.
Students' subjectivity in teaching activities should not only be realized by teachers and students, but more importantly, it should be paid attention to, especially the students' subjectivity, which should be constantly emphasized and promoted. Fully guide and encourage students? Moving? Enlighten them to expand their reading space and thinking space on the basis of what they have learned, and make Chinese classroom teaching an important activity for them to acquire multi-faceted and multi-level knowledge.
Second, the behavioral factors of teacher-student interaction.
In addition to the overall theoretical factors discussed above, teacher-student interaction in classroom teaching activities also includes verbal interaction and nonverbal interaction. Since the civilization era, human communication and cooperation have been based on language. As a classroom teaching in real life, language is the medium, and teachers impart knowledge to students and cultivate their learning ability. No matter which subject is taught, most of the teaching contents are translated into words and carried out through this medium. In other words, teachers externalize the teaching content into explicit language that students can accept and perceive, and through a series of speech activities, students can make clear their acquired knowledge, and students also feed back their educational information to teachers or others through speech activities. It can be seen that verbal interaction is the most common and easily observed interaction in classroom teaching activities.
However, verbal interaction is not the only way to realize teacher-student interaction in classroom teaching activities, and some nonverbal interaction behaviors such as eye contact and gestures also play an important role in the all-round and harmonious development of students in classroom teaching. Because the clarity of language can't accurately reflect the inner meaning, and sometimes it doesn't even conform to the real intention, and eyes and means can play a very good role in assisting understanding in teacher-student interaction. Sometimes, a teacher or student's casual look or involuntary gesture may give the other party important information and trigger a strong bell. In addition, the vigorous development of modern science and technology has also built a platform for better communication and interaction between teachers and students in school classroom teaching. At present, teachers often use PowerPoint, Flash animation and other auxiliary tools in teaching activities. By playing presentations and dynamic video materials, teachers can not only attract students' attention and stimulate their interest in learning, but also enable students to understand and master the teaching content more intuitively and thoroughly. At the same time, teachers need appropriate cooperation and relaxation in the use of language and auxiliary tools, which can not only create a relaxed and harmonious atmosphere for the whole classroom, but also make students more willing to participate in learning activities, greatly improve the teaching quality and achieve good teaching results.
Teacher-student interaction is the influence of two-way interaction between teachers and students, not the one-way linear influence of teachers on students or students on teachers. Both teachers and students should be in a positive thinking state. In the process of teaching implementation, teachers should give full play to their wisdom and expertise, attach importance to and explore students' subjectivity, establish a democratic, equal and harmonious relationship between teachers and students, turn the classroom into a space for interaction between teachers and students, and let knowledge be generated in listening and dialogue and transmitted in communication. Interaction between teachers and students, an important condition and factor for the normal and efficient operation of classroom teaching effect, has become an important Chinese teaching content that we must seriously explore and rationally use.
References:
Huang Shanshan. Pursuing the Joy of Situation and Feeling the Beauty of Inquiry —— On the art of Chinese classroom teaching in primary schools [J]. Examination Weekly, 20 15(94).
Primary Chinese Classroom Paper II: "On Primary Chinese Classroom Teaching"
Chinese curriculum in primary schools is particularly important for students' growth. Chinese learning is a valuable key for students to open the door to knowledge, and it is also an important basis for students to learn other courses. At this stage, students' autonomous learning ability is weak, and they need the guidance of teachers very much. This paper aims to explore how to carry out Chinese classroom teaching in primary schools more effectively for reference.
Keywords emotional experience in Chinese classroom teaching in primary schools
The new curriculum reform requires that Chinese teaching in primary schools pay more attention to the cultivation of students' humanistic quality and pay more attention to students' emotions, attitudes and values. On this basis, we should build a more open and dynamic classroom. Therefore, Chinese teachers in primary schools should focus on these ideas, give full play to their talents in classroom teaching and better cultivate students. The author believes that the following methods can help teachers to better carry out Chinese classroom teaching in primary schools.
First, pay attention to students' emotional experience
Emotional experience mainly refers to psychological experience activities driven by sensibility. Pupils are in the stage of endless curiosity about knowledge. At this stage, teachers' behavior paradigm has a great influence on them, so teachers should attach importance to students' emotional experience in classroom teaching. In the teaching process, teachers should try to avoid boring knowledge explanation, but should bring students' emotions into the classroom.
For example, is it 20 An Xi for studying abroad? Is it raining on the Acropolis? Where's Jingjing? The guest house is green and the willow house is new. Sincerely advise friends to drink a glass of wine, and it is difficult to meet their relatives when they go out to the sun. ? When creating this Tang poem, teachers should not only sort out the writing background, poetic content and artistic characteristics of this poem for students, but also create situations to strengthen students' emotional experience, so as to deepen students' understanding of this farewell poem. For example, this poem was written by Wang Wei, a great poet in the Tang Dynasty, when he bid farewell to his friend Chang Yuan. Teachers can choose two students to play these two ancient people in class and perform farewell scenes, which can make students deeply experience the feelings of the poet's farewell to his friends, and then teachers can extend them and let students share their stories of farewell to their friends. This method can be more effective in entertaining, allowing students to imagine and share their experiences and deepen their emotional experience. Further, students will feel the ancient farewell poems at close range, feel the sadness of friends, and gradually appreciate the beauty of poetry and language.
When teaching some texts, Chinese teachers in primary schools should also pay attention to instilling emotions, so that students can understand the author's feelings and thoughts when writing, and promote others through their own emotional experience. For example, when learning the text of the little scribe, in addition to guiding students to understand Syrio's efforts to reduce his father's family burden, teachers can also encourage students to tell something unforgettable with his father, and it is valuable to teach students to understand the affection between children and their fathers. Chinese teaching is not only to teach students to read and write, but also to cultivate students' sense of responsibility and love, which is the real purpose of education. Therefore, in Chinese classroom teaching, teachers can't ignore this point.
Second, cultivate students' reading and writing ability.
Reading and writing ability is one of the important foundations for students to learn Chinese well. Primary school students are in a period of outstanding memory, and it is often very effective to cultivate students' reading and writing ability at this stage. Therefore, teachers should pay attention to this point in classroom teaching.
To cultivate students' reading ability, it is necessary to strengthen the cultivation of students' reading ability. Books are the ladder of human progress, and reading is the best way to acquire knowledge. As we all know, reading is not only an important part of Chinese teaching, but also the basis of writing. Improving students' reading ability requires teachers to pay attention to students' silent reading and reading aloud in classroom teaching, and at the same time pay attention to training students' reading speed and paying attention to students' reading quality. Training students' reading speed is helpful for students to choose the content of the text and summarize the important content of the text. This method will effectively shorten students' reading time, provide more possibilities for classroom teaching and help improve students' reading ability. Paying attention to students' reading quality means that teachers should choose and simplify students' reading content in classroom teaching, and teachers should choose content suitable for students' reading, so these reading articles should not be too difficult or too simple. This can effectively improve students' reading ability, thus enhancing students' confidence in learning Chinese.
Besides strengthening the cultivation of students' reading ability, Chinese teachers in primary schools should also pay attention to improving students' writing ability in classroom teaching. Reading and writing are two inseparable and important parts. Therefore, while cultivating students' reading ability, teachers should also pay attention to cultivating students' writing ability. Cultivating students' writing ability requires teachers to train students to write after reading the text. For example, after learning the text "The Little Match Girl", teachers should ask students to write down their feelings about this article in class. Whether it is sympathy for the little girl's poverty, trying to help her, or dissatisfaction with the society at that time, students can express it through their own feelings after reading it. Long-term writing practice can help students to further understand the text, at the same time, it is beneficial to cultivate students' sympathy and broaden students' vocabulary and writing angle. Therefore, it is very necessary to cultivate students' reading and writing ability, which is conducive to enhancing students' interest in learning Chinese, improving students' ability to use Chinese and cultivating students' sentiment.
Third, teach students in accordance with their aptitude and seek common ground while reserving differences.
Does the new curriculum reform require teachers to attach importance to teaching? People-oriented? Therefore, Chinese teachers in primary schools should bear in mind that students are the main body of classroom teaching. Students' learning ability is high or low, and their grades are good or bad. Teachers should not discriminate against students because of their poor grades, nor should they give excessive preferential treatment to students because of their excellent grades. For students with different learning levels, teachers should teach students in accordance with their aptitude and seek common ground while reserving differences.
First of all, teaching students in accordance with their aptitude and seeking common ground while reserving differences means that teachers should not only ask questions to students with good grades, but also ask questions to students with poor grades equally. If students know the answer or answer well, teachers should praise it in time; If the students don't know the answer or the answer is poor, the teacher should encourage them, point out the mistakes and let the students make progress.
Secondly, teaching students in accordance with their aptitude means that teachers give targeted guidance to the weak links of different students in the classroom teaching process. For example, some students may recite a poem with emotion, some students may recite it faster, some students may recite it well but can't write it down silently, and some students write it down silently but there are many typos. Faced with these different situations, teachers should give timely guidance so that students can learn from each other. Students with poor memory will learn to recite it several times, while those who are prone to spelling mistakes will copy it several times, read more and write more. This can supplement students' weak links. Other teachers with similar learning problems can also teach in this way appropriately, which is conducive to improving students' Chinese learning level.
Finally, teaching students in accordance with their aptitude and seeking common ground while reserving differences require teachers to be tolerant of students with different learning progress. In a class, some students learn fast and some students learn slowly. In this case, the teacher should not panic, be patient and guide, and allow students to have different learning progress. Teachers should be patient and be able to help students consciously. By teaching students in accordance with their aptitude and seeking common ground while reserving differences, students' interest in learning Chinese can be effectively improved.
To sum up, Chinese classroom teaching in primary schools requires teachers to pay attention to the cultivation of students' emotional experience and strengthen the cultivation of students' reading and writing ability. Finally, teachers should take students as the main body, teach students in accordance with their aptitude, and have a teaching attitude of seeking common ground while reserving differences. This will be very beneficial to improve students' Chinese learning level and lay a solid foundation for students' all-round training.
Primary Chinese Classroom Paper III: "A Study of Primary Chinese Classroom Teaching Strategies"
As a basic subject, Chinese plays a fundamental role in the study of other subjects. Teaching is the focus of every Chinese teacher's teaching, and classroom teaching requires students to be the main body and teachers to be the dominant. Classroom is the main position to lead children to wisdom.
Situational teaching; Classroom teaching; Stimulate interest; Play a role; mixed-media
As a basic subject, Chinese plays a fundamental role in the study of other subjects. Teaching is the focus of every Chinese teacher's teaching, and classroom teaching requires students to be the main body and teachers to be the dominant. Classroom is the main position to lead children to wisdom. What if we just let the children think like this in class? Sleep? If we continue, it is conceivable that the consequences will be unimaginable. Situational teaching becomes an excellent way to enrich children's vocabulary and develop children's language. Therefore, this method is widely used in primary school Chinese classroom teaching, and can bring students to the situation described by the author through certain channels.
First, the position and role of situational teaching strategies in Chinese classroom teaching
Situational teaching is to create or create a scene suitable for the teaching content in order to achieve the established teaching purpose in the teaching process, so as to arouse students' emotional experience, help students understand the teaching materials quickly and correctly, and promote their psychological function to develop comprehensively and harmoniously. Only a beautiful and harmonious Chinese classroom atmosphere can make the classroom full of creativity and vitality.
In primary school Chinese teaching, the application of situational teaching makes the whole classroom full of vitality. It greatly enriches students' vocabulary and exercises their language expression ability. Vivid, vivid and interesting situations mobilize students' emotions and fully mobilize their initiative in learning. That is, the situation can reflect the characteristics of teaching materials, highlight the key points of teaching materials, break through the difficulties of teaching materials, and promote the development of children's knowledge, ability, intelligence and emotional will as much as possible.
Situational teaching can only influence students by further refining and processing society and life. Such as role models, vivid language descriptions, in-class games, role-playing, poetry reading, painting, gymnastics, music appreciation, traveling, etc., all contain teaching content in specific image situations, and must have subtle hints.
Second, the application of situational teaching strategies in Chinese classroom
1. Create a harmonious teaching environment.
American educator Roosevelt believes that successful teaching depends on sincere understanding and trust between teachers and students, on a harmonious and quiet classroom atmosphere, and on forming a good learning atmosphere, and trusting teachers. Students are participants in educational activities, and the repressive classroom atmosphere inhibits students' creative consciousness, while the democratic and harmonious classroom atmosphere helps to protect students' creative inspiration.
From the moment you step into the classroom, you should walk into the classroom with a smile and encouragement. Every look, every expression, every sentence and every movement of the teacher is full of love. Treat students with love and face them with a kind face. Students will naturally follow friendly people into the ocean of knowledge, so that they can learn and enter easily and happily. There is a road in the mountain of books, but there is no limit to learning the sea. Good times.
2. Stimulate interest and create situations.
As a junior, I have poor self-control and my attention is easily distracted. Then as a teacher, we should take this into consideration, pay attention to starting from this point, create a good teaching situation, attract students' attention, and let students study with confidence.
When I was teaching students pinyin, I adopted it? Try to find it? This method enables students to master the spelling method of three vowels and achieve the teaching purpose. When I showed the syllable cards, the students quietly spelled h-u-ang-huang. When I twitch the card, the students clap their hands for a while, shake their heads for a while and study actively. One syllable card after another, one physical image after another, one demonstration action after another, creating a good teaching environment and realizing it.
3. Play the role and experience the situation.
Students play roles in class. From the standpoint of this role, students go deep into the text and tell what they see, hear, think and feel. Replacing the psychological position of students with the psychological position of characters in the text can not only express the image of the teaching material, but also understand the text. The more real they play, the more cordial they feel. The happier you are, the more relaxed you are.
Two Little Lions, the second volume of the first grade primary school Chinese textbook published by People's Education Press, has several dialogues, which need to be read in different roles. In order to give students a good lesson, I made some headdresses and drew a small tree on the blackboard as the background, so that the children who read aloud could put on headdresses and perform on stage. The students were happy and excited, and everyone exercised their abilities. In addition, every student is very absorbed in reading and has great feelings. In this pleasant teaching atmosphere, it not only strengthens their understanding of the text, but also provides them with opportunities for communication, which shortens the distance between students and improves their ability. The creation of teaching situation has greatly improved the teaching efficiency. Teachers properly use various situations to create teaching methods, stimulate students' interest in learning, cultivate students' learning ability, improve students' intelligence level and make students happy to learn.
4. Vivid language, creating situations.
Language is the foundation of all activities. Without language, human beings will not be able to communicate and communicate. Language has become a tool and a medium for human communication. In creating situations, it can provide places for students to express their feelings, thus improving their language expression ability.
Teaching language is an excellent tool for Chinese teachers to stir up emotions and enlighten their minds. Chinese teachers should optimize the teaching language according to the characteristics of the teaching content, make the teaching language more concise, more beautiful, more artistic and more beneficial, so as to stimulate students' interest in learning to the maximum extent.
Chinese is the foundation and paving stone, and learning Chinese well is the key. Changing the previous teaching mode and creating a good teaching situation in Chinese class will definitely improve the teaching effect and help children learn Chinese well.
Third, the problems that should be paid attention to in the application of situational teaching strategies in Chinese classroom.
"Chinese Curriculum Standard": Chinese teaching should comprehensively improve students' Chinese literacy, enhance students' ideological quality, moral cultivation and aesthetic emotion. So, Chinese teachers implement new courses in the classroom? Student-oriented development? The core idea of the new curriculum reform has spared no effort to explore and apply many effective teaching models and methods, which have injected fresh vitality into traditional teaching and further deepened the experiment of the new curriculum reform. Due to some teachers' insufficient understanding of the new Chinese curriculum standards and in-depth exploration of new textbooks, there are some misunderstandings in the situation creation of Chinese classroom teaching, which are mainly manifested in the following phenomena.
1 right? Situational teaching? Its connotation and extension are not clear enough. Ignoring the content of the text and students' reality, blindly creating situations and lacking correct guidance for students' learning. The new Chinese curriculum standard points out that Chinese teaching should create a good autonomous learning situation for students and help them establish their subjective consciousness. Situational teaching, on the other hand, makes Chinese teaching enter the emotional field by creating situations related to the teaching content, stimulates students' interest in learning, and organically combines the imparting of knowledge, the cultivation of ability, the development of intelligence and the cultivation of moral sentiment with the help of situations.
2. Just for the classroom form? Live broadcast? However, when creating situations, students' subjective position is overemphasized, and students are completely free to create situations by themselves, regardless of the emotional attitude and value orientation conveyed by the text content. Chinese teaching should advocate independent, cooperative and inquiry learning methods, so that the process of Chinese learning becomes a process of actively exploring unknown areas.
3, there are activities and no experience. In class, students are busy. The classroom is messy and noisy, but it is called? Middle school? This kind of activity is greater than the inside, the hand and brain are out of touch, the purpose is poor, and it moves for the activity without reflection.
4. Simplicity of multimedia classroom form. Although multimedia teaching has a vivid and intuitive side, if we blindly rely on it, the classroom will become a full-house irrigation in disguise, just turning the teacher's single explanation into a mechanical projection. I once listened to a teacher's multimedia class. The teacher sat in front of the computer for the whole class, showing slide after slide. The students just watch and don't participate in the discussion in this class at all. Classes like this will get boring for a long time. In this regard, we still need to reflect on the diversification of multimedia classroom teaching methods, so that it can truly serve the classroom and become an effective auxiliary teaching means.
Suhomlinski said:? All mental work depends on interest. ? Einstein once said: Interest is the best teacher. Therefore, as a Chinese teacher, on the one hand, we should create multi-channel and multi-angle teaching situations in our own teaching process to stimulate students' interest in learning Chinese in all directions; on the other hand, we should start with cultivating students' learning methods, so that they can change from passive learning to active learning on the basis of interest, win interest in autonomy, cooperation and inquiry, and learn knowledge in a good atmosphere of teacher-student interaction.
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