First of all, we should make "two preparations" before class: one is student preparation, and the other is textbook preparation. If you want to impart the knowledge you have learned to students well, you must study professional knowledge and accurately grasp the existing knowledge and learning ability of students. There is a saying in psychology called "the zone of proximal development". We usually say "jumping to pick peaches", so we must master the degree, understand the physical and mental situation of students, and respect the laws of education. Only in this way can we communicate effectively and achieve the expected results in teaching.
Secondly, the teaching process should be carefully designed to inspire students to think positively. The introduction should be interesting, the key and difficult points should be properly grasped, the problem design should be reasonable, and the end of the course should be artistic. Classroom design should fully consider students' personality differences, so that all students can participate in the design problems as much as possible. Students of different levels have their own topics, so that the design of problems is both universal and hierarchical. For example, when teaching the article "The Poor", I mainly designed two questions about learning the key parts of the text. The first question is to let students read this part in their favorite way, and write down what they particularly want to read for everyone to see what they can read from it. Let students read more independently. Students can understand while reading and understand in since the enlightenment. If they can understand, they will understand; If they can't understand, they will doubt; If they can doubt, they will question; If they can doubt it, they will solve it. The second question is to ask questions about this part that you don't understand or are interested in. The second question is based on the independent reading since the enlightenment, and is carried out on the basis of students' full independent reading. In order to solve these problems, teachers play an appropriate role, encouraging children to overcome difficulties, cooperating in discussion and exploration, and supporting children to express their unique opinions.
Third, we should strive to hone the teaching language and make it artistic. Paying attention to the influence of Chinese and the value orientation of teaching content is an important feature of Chinese education and one of the basic ideas advocated by Chinese curriculum standards. Chinese curriculum with rich humanistic connotation will inevitably have a wide and far-reaching impact on students' emotions, attitudes and values. It is very important to improve Chinese teachers' teaching language and reading ability. Chinese teachers exert their unique personality charm through language and moisten, cultivate and improve students' humanistic quality and taste with their humanistic spirit. In Chinese class, to make students feel, teachers must first feel; To let students experience, teachers must first experience; To move students, we must first move teachers. Only when teachers are enthusiastic, show their true feelings, have enthusiasm and passion can they feel their own feelings, connect with each other and understand God, and students can be truly edified and infected. In this sense, the language art of Chinese teachers is an important curriculum resource.
The fun of learning lies in exploring the psychological outlook and personality characteristics of innovation, forming a personality that absorbs and uses knowledge with innovative spirit, and helping students creatively cope with environmental changes. Do everything possible to keep students in high spirits and spirits, so as not to make them have a learning burden. Teaching itself is a two-way activity, and teachers play a boosting role in guiding students to explore knowledge. Without the guidance of teachers, students can't acquire knowledge efficiently and quickly, but teachers can't be exclusive. They should learn from each other and improve their effectiveness. To learn from each other, we should give students as much time as possible and give them opportunities to show themselves. If the homework is carefully designed, each class will give children a little time to practice writing in class, which will not only give students time to think independently, but also test the teaching effect. Practice has proved that by practicing writing in class, students can write in class, and through teachers' roving guidance, they can correct their learning attitude and improve the training effect-more correct words, higher correct rate and faster speed. Therefore, I always try my best to keep the teacher's activities down in each class to ensure the students' activity time, so that the classroom teaching efficiency has been obviously improved.