With the step-by-step development of society, the relationship between the report and us is getting closer and closer, so we should avoid too long when writing the report. Actually, writing a report is not as difficult as I thought. The following is a sample draft of the opening of a Chinese teaching paper I compiled for you, hoping to help you.

Topic: the role of game method in the teaching of low-level Chinese.

First, the background and significance of the study.

In recent years, it has been emphasized to stimulate students' interest in learning. Game teaching method is a kind of teaching activity that integrates the form of games into teaching, which is conducive to cultivating students' interest in learning Chinese. This paper analyzes the research status of game teaching method and children's physiological and psychological characteristics, and proves that game teaching method is a more suitable method for children to learn language and is conducive to improving the effect of Chinese classroom teaching in primary schools. Under the background of advocating "light negative and high efficiency" teaching reform, the application value and strategy of teaching games in Chinese teaching in lower grades of primary schools help teachers open another window of teaching reform. Teachers really feel that the clever use of teaching games not only helps children learn, but also reduces their "mental burden" in the learning process, and at the same time improves students' participation in class, thus really improving the efficiency of classroom teaching.

Pedagogy emphasizes games because the following characteristics of games have educational value.

1, the game is informal and fascinating. It enables students to master knowledge not out of passivity, but out of learners' own will.

Games give students a chance to evaluate themselves in front of other students. Correctly evaluating oneself is an important ability of a person.

3. The game has its own evaluation criteria. In the game, the winner is not only a person with more knowledge, but also a person with imagination, good observation and quick and accurate response.

4. Games require the spirit of cooperation, create a healthy competitive atmosphere, stimulate students' creativity and cultivate students' sense of collective responsibility.

Second, the basic content of the study:

From "teacher-centered" to "student-centered", from paying attention to literacy results to paying attention to learning process at the same time, students are urged to learn from "learning" and from "passive learning" to "active learning", which stimulates students' subjective spirit and improves learning efficiency.

Third, the focus and difficulty of the study

1, stimulate interest and enhance innovation power.

2. Stimulate students' creativity and cultivate their sense of collective responsibility.

Fourth, the research steps:

The first stage: preparation stage (65438+20xx February -65438+20xx year 10 month).

1. Collect data and learn theories related to the subject.

2. Fill in the project declaration form.

3, project declaration, opening argument.

Phase II: Project implementation and operation phase (February-May, 20xx)

1. Collect relevant materials of "Research on Chinese Classroom Teaching in Low Stage" and learn relevant theories.

2. Conduct a comprehensive study.

3. Collect and summarize data in time.

The third stage: summary stage (June 20xx)

1, collate data, analyze and study.

2. Summarize and refine the results of the project, reflect and write a paper.

3. Write a research report.

Research methods and approaches of verb (abbreviation of verb);

1, literature research method. Collect and sort out the relevant literature of classroom game education, and form a scientific understanding of classroom game education through the study of the literature.

2. Action research method. Use modern educational theory to guide practice, and at the same time develop and test theory in practice. In the research process of the subject, according to the problems in the research, the research ideas, methods and steps are adjusted in time.

3. Questionnaire survey. Through questionnaire survey and thorough investigation, fully understand the current situation of students in the classroom and write an analysis report.

4. Experience summary method. According to research practice, sum up experience, refine results and write papers.

VI. Forms of research results

There are many forms of research results. According to the characteristics of this topic, it is prepared to be presented in the form of papers, questionnaires and lectures.

VII. Safeguard measures for completing this study.

(A) This topic has been fully valued by school leaders.

(2) Strengthen teachers' learning. Teachers seriously study the theories of basic education reform and curriculum standards, deeply understand the scientific education theory in curriculum standards, and extensively collect and deeply study the methods of project implementation, which has laid a solid theoretical foundation for classroom education reform.

(3) Teachers regularly discuss and exchange experiences. Teachers can record, sort out and summarize new problems in experiments at any time. Through various forms of examination, the teacher writes the experience report or experimental report of this topic.

(2) Material guarantee

A, material strength:

The school is equipped with a large number of books, multimedia classrooms, various activity rooms, electronic audio-visual systems and electronic lesson preparation rooms.

B. Enjoy resources: make full use of the Internet and learn from other schools' good experiences and methods in this regard.

Expected final result

Through the research and practice of this topic, a certain teaching situation is created in classroom teaching, so that students can study independently and explore cooperatively in a relaxed and pleasant learning atmosphere, improve their learning quality and lay a good foundation for future follow-up learning.

Through research, teachers' teaching concepts can be updated and their teaching level can be improved. At the same time, through this study, teachers' own scientific research level will be improved.

The final result of the study:

1, closing report

2. Thinking about classroom game teaching.

3. Two copies of my teaching stories.

4.2 teaching papers

Model essay on the opening report of primary school Chinese teaching method thesis

First, use various forms to cultivate primary school students' interest in literacy.

Chinese teachers in primary schools must let pupils know that Chinese is the language they can always use, for example, writing, answering teachers' questions and telling stories. Chinese teachers in primary schools should also tell students that learning Chinese is very interesting, such as writing, literacy and reading. Primary school Chinese teachers must let primary school students read more books, and read more books as soon as they enter school.

Because of curiosity, primary school students will be very interested in the new textbook of the school, so they will always read the whole textbook. Primary school students read aloud with textbooks, which is an unintentional and unconscious literacy process. Therefore, primary school Chinese teachers must know how to use this opportunity to fully praise and encourage students, and at the same time, teachers should let the whole class learn from this student, which is to set an example for students at will. This practice of Chinese teachers in primary schools can not only increase students' self-confidence, but also increase their satisfaction. In this way, primary school students will truly appreciate the fun of Chinese learning, and to some extent, other students in the class can be integrated into such a Chinese learning atmosphere, so that students can learn from each other and encourage each other. At the same time, primary school Chinese teachers must also carry out some competitions about literacy in the classroom, so that primary school students can learn literacy in fun.

Teachers should not only let primary school students learn new words in textbooks, but also let students learn new words in daily life. Primary school Chinese teachers should let students really enter life to read, for example, let students read more newspapers or books. Teachers can also make pictures of some new words in their spare time, and then teach students in groups in Chinese classroom teaching, so that students can communicate in groups and discuss the words in these pictures, which will not only make students feel happy, but also make them read in happiness.

Because primary school students have strong thinking in images, primary school Chinese teachers must use sensory teaching method when teaching students to read, so that students can feel the new words they want to learn more stereoscopically and improve literacy efficiency.

In the process of Chinese literacy teaching, primary school teachers can adopt advanced modern teaching modes such as multimedia to fully mobilize the enthusiasm of primary school students for literacy. Using multimedia teaching mode can show the main content of literacy to students more intuitively, and make primary school students read more easily and happily. Therefore, primary school Chinese teachers must adopt multimedia teaching mode, so as to better cultivate the enthusiasm of primary school students for literacy.

Second, Chinese teachers in primary schools should use new teaching methods to teach students to read.

Pupils must master effective learning methods if they want to learn literacy better. Only in this way can we improve the efficiency of primary school students' literacy and let them master every word they have learned. According to the actual situation of primary school students in the process of learning literacy, teachers have summarized many literacy teaching methods. Pointillism is the most traditional teaching method in Chinese literacy teaching. Teachers can also teach students to read by guessing riddles, which will add a lot of fun to students in the process of learning new words. Teachers can also use the teaching method of making up stories to teach students to read, so that students can not only know more new words, but also feel more fun in them.

Chinese teachers in primary schools must let students learn new words by their favorite literacy methods, so as to truly make students become the main body of literacy teaching, thus highlighting students' personality, and then making students' literacy learning more effective.

Chinese teachers in primary schools must demonstrate correct reading and writing postures to students, correct students' incorrect reading and writing postures in time, and ensure pupils to develop good reading and writing postures. The teacher must let the pupils keep their eyes one foot away from the book, their chests one punch away from the table and their fingers and pens one inch away. Thirdly, teachers should cultivate pupils to have a good habit of reading and writing.

Chinese teachers in primary schools must make students pay attention to the order of words and write according to the correct writing method. When teaching junior students to write, teachers must let them write in Tian Zi's lattice, so that primary school students can write more standardized words.

When correcting primary school students' writing assignments, primary school Chinese teachers should not correct students' typos once they find them. They should circle the students' typos with a pen with obvious color, and let the students correct their typos within the specified time, and then the teacher will check them again. After a long time, students can form their own habit of correcting typos, so that students can write the correct forms of words more accurately in the process of learning, and then form a good habit of autonomous learning.

Chinese teachers in primary schools must set an example for students at random, actively encourage students to learn from them, and fully cultivate students' good reading and writing habits.

To sum up, in Chinese teaching, the basis of reading and writing is to learn to read and write, which is also a key link in Chinese teaching in primary schools in China and an important content in the current new curriculum reform and quality education in China. Innovating the teaching method of Chinese literacy in primary schools can reflect the students' dominant position in teaching, and at the same time, it can better cultivate the initiative and enthusiasm of primary school students in learning new words, so that they can feel fun in the process of literacy, thus improving their ability of independent literacy.

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